Scheme of work
A-Level Physics 7408
Introduction
This draft Scheme of work has been prepared by teachers for teachers. We hope you will find it a
useful starting point for producing your own schemes; it is available both as a pdf and an editable
version in Word.
The Scheme of Work designed to be a flexible medium term plan for the teaching of content and
development of the skills that will be assessed. It covers the needs of the specification for the
second year of Physics 7408.
The teaching of investigative and practical skills is embedded within the specification. We are
producing a Practical Handbook that provides further guidance on this. There are also
opportunities in this scheme of work, such as the inclusion of rich questions.
We have provided links to some resources. These are illustrative and in no way an exhaustive list.
We would encourage teachers to make use of any existing resources, as well as resources
provided by AQA and new textbooks written to support the specification.
GCSE prior knowledge comprises knowledge from the 2011 Core and Additional Science AQA
GCSE specifications. Students who studied the separate science GCSE courses will have this
knowledge but may also have been introduced to other topics which are relevant to the A-level
content. Topics only found in separate sciences are not included in the prior knowledge section.
We know that teaching times vary from school to school. In this scheme of work we have made the
assumption that it will be taught over about 30 weeks with 4½ to 5 hours of contact time per week.
Teachers will need to fine tune the timings to suite their own students and the time available. It
could also be taught by one teacher or by more than teacher with topics being taught concurrently.
Assessment opportunities detail past questions that can be used with students as teacher- or
pupil self- assessments of your students’ knowledge and understanding. You may also use
Exampro and the specimen assessment materials that are available via our website.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and
Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
1 of 136
Contents
3.6 Further mechanics and thermal physics ................................................................................ 4
3.6.1 Periodic motion ............................................................................................................... 4
3.6.2 Thermal physics ............................................................................................................ 12
3.7 Fields and their consequences ............................................................................................ 18
3.7.1 Fields ............................................................................................................................ 18
3.7.2 Gravitational fields......................................................................................................... 20
3.7.3 Electric fields ................................................................................................................. 27
3.7.4 Capacitance .................................................................................................................. 31
3.7.5 Magnetic fields .............................................................................................................. 35
3.8 Nuclear physics ................................................................................................................... 47
3.8.1 Radioactivity.................................................................................................................. 47
3.9 Astrophysics ........................................................................................................................ 61
3.9.1 Telescopes ................................................................................................................... 61
3.9.2 Classification of Stars .................................................................................................... 65
3.9.3 Cosmology .................................................................................................................... 73
3.10 Medical physics ................................................................................................................. 77
3.10.1 Physics of the eye ....................................................................................................... 77
3.10.2 Physics of the ear........................................................................................................ 80
3.10.3 Biological measurement .............................................................................................. 82
3.10.4 Non-ionising imaging ................................................................................................... 83
3.10.5 X-ray imaging .............................................................................................................. 87
3.10.6 Radionuclide imaging and therapy .............................................................................. 91
3.11 Engineering physics .......................................................................................................... 93
3.11.1 Rotational dynamics .................................................................................................... 93
3.11.2 Thermodynamics and engines .................................................................................... 97
3.12 Turning points in physics ................................................................................................. 104
3.12.1 The discovery of the electron .................................................................................... 104
3.12.2 Wave-particle duality ................................................................................................. 108
3.12.3 Special relativity ........................................................................................................ 113
3.13 Electronics ....................................................................................................................... 117
3.13.1 Discrete semiconductor devices ................................................................................ 117
3.13.2 Analogue and digital signals ...................................................................................... 121
3.13.3 Analogue signal processing ...................................................................................... 123
3.13.4 Operational amplifier in: ............................................................................................ 126
3.13.5 Digital signal processing............................................................................................ 128
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and
Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
2 of 136
3.13.6 Data communication systems ................................................................................... 133
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and
Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
3 of 136
3.6 Further mechanics and thermal physics
3.6.1 Periodic motion
3.6.1.1 Circular motion
Prior knowledge: Vectors and Scalars. Linear motion. Newton’s Laws of motion.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Motion in a circular path
at constant speed
implies there is an
acceleration and
requires a centripetal
force.
1 week
Understand and
explain why circular
motion is an
accelerated motion
and needs a
centripetal force.
Discussion and demonstration of
circular motion, for example
stone/bucket of water on a string,
helium balloon in car.
Exampro
Rich Question
QSP.4A.06
QBS04.4.02
What forces do you
experience when
travelling round a corner
at constant speed?
Magnitude of angular
speed
ω = v / r = 2πf
Radian measure of
angle.
Direction of angular
velocity will not be
considered.
Centripetal acceleration
a = v2/r = ω2r
Recall and use
equations
Student experiment: Verification of the
centripetal force experiment with a
whirling bung.
ω = v / r= 2π f, a =
v2/r = ω2r, F =
mv2/r= mω2r, to
Rehearse circular motion problems
(including use of radians) from IOP.
solve circular motion
problems.
Skills developed by learning
activities:
Use radian as a
measure of angle and
convert between
radians and degrees.
AO1: Demonstrate knowledge and
understanding of circular motion as an
accelerated motion.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Helium Balloon in a car
video clip.
Verification of the
centripetal force
experiment with a whirling
bung –
schoolphysics.co.uk
Circular motion problems
from IOP
4 of 136
The derivation of the
centripetal acceleration
formula will not be
examined.
Centripetal force
F = mv2/r= mω2r
Identify and calculate
centripetal forces in
contexts such as a
mass whirled on a
string and a car
rounding a bend.
AO2 - Apply knowledge and
understanding of forces to identify and
calculate centripetal forces.
MS 4.7 - Understand the relationship
between degrees and radians and
translate from one to the other in
circular motion problems.
AT c - use methods to increase
accuracy of measurements, such as
timing over multiple rotations in circular
motion experiment.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
5 of 136
3.6.1.2 Simple harmonic motion (SHM)
Prior knowledge: Uniform linear motion and motion graphs. F = ma
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Analysis of
characteristics of simple
harmonic motion
(SHM).
1 week
Recall the condition
for SHM : a ∝ − x
Students observe examples of SHM
(IOP observing oscillations). They
describe the characteristics observed
e.g. velocity is maximum at centre;
period is independent of amplitude;
need for a restoring force directed to
the centre of the motion. Give the
condition for SHM as a ∝ − x .
Exampro
Rich Questions
Condition for SHM:
a∝−x
Defining equation: 𝑎
=
− 𝜔2 𝑥
𝑥 = 𝐴 𝑐𝑜𝑠 (𝜔 𝑡) and
𝑣 = ± 𝜔 √𝐴2 − 𝑥 2
Graphical
representations linking
the variations of x, v
and a with time.
Appreciation that the v
− t graph is derived
from the gradient of the
x − t graph and that the
a − t graph is derived
from the gradient of the
Solve problems using
the equations of SHM
:
𝑥 = 𝐴 𝑐𝑜𝑠 (𝜔 𝑡) and
𝑣 = ± 𝜔 √𝐴2 − 𝑥 2
𝑣𝑚𝑎𝑥 = 𝜔 𝐴
𝑎𝑚𝑎𝑥 = 𝜔2 𝐴
Recognise and use
the concept of the
gradient of the x – t
graph leading to the v
– t graph, and the
gradient of the v - t
graph leading to the a
– t for SHM.
QBW05.5.04
QW124A06
QS11.4A.07
QW11.4A.04
QW11.4A.05
QSP.4A.08
Discuss relationship between x, v and a
using observations and an animation
such as that provided by University of
New South Wales.
IOP observing oscillations
SHM animation University
of New South Wales.
Nuffield Foundation
investigating SHM
Students use motion sensors and/or
spreadsheets to plot v – t and x –
graphs for SHM. Students should use
the relationship between x, v and a
graphs when explaining and processing
the results of this work.
Use Exampro questions to rehearse
problem solving using SHM equations
and knowledge and understanding of
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
What characteristics do
oscillating systems share?
6 of 136
v − t graph.
graphs.
Maximum speed
Skills developed by learning
activities:
𝑣𝑚𝑎𝑥 = 𝜔 𝐴
Maximum acceleration
𝑎𝑚𝑎𝑥 = 𝜔2 𝐴
AO1: Demonstrate knowledge and
understanding of conditions for SHM by
investigating different examples of
oscillations.
AO3: Analyse and interpret data from to
reach conclusions on the relationship
between x, v and a in a system
executing SHM.
MS 3.9 Apply the concepts underlying
calculus by finding the
velocity/acceleration from x –t / v – t
graphs of SHM.
AT k use ICT such as computer
modelling, or data logger to collect
data, or use of software to process data
on SHM experiments.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
7 of 136
3.6.1.3 Simple harmonic systems
Prior knowledge: Uniform linear. Newton’s Laws. F = ma. Small angle approximation.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Study of mass-spring
system:
1.5 weeks
Given appropriate
structure and support
students should be
able to derive the
equations for massspring and simple
pendulum.
With support students derive the
equations for the mass-spring system
and pendulum.
Exampro
Rich Questions
𝑚
𝑘
𝑇 = 2𝜋 √
Study of simple
pendulum:
𝑙
𝑇 = 2𝜋 √
𝑔
Questions may involve
other harmonic
oscillators
(E.g. liquid in U-tube)
but full information will
be provided in
questions where
necessary.
Variation of Ek , Ep ,
and total energy with
both displacement and
time.
Use the mass-spring
and pendulum
equations to solve
SHM problems.
Recognise other
harmonic oscillators
and apply knowledge
and understanding of
mass-spring and
pendulum to solve
problems in different
contexts.
Describe the energy
changes that take
place in SHM and
sketch graphs of
variation of Ek, Ep
Rehearse mass-spring, pendulum and
other harmonic oscillator problem
solving using Exampro questions.
QS13.4A.09
QW11.4A.07
QS13.4.03
QBS04.4.03
Required practical investigation using a
mass-spring and pendulum system.
Students confirm mathematical
relationships between variables, for
period and mass in the mass-spring
system.
Students compare the form of the
mass-spring and pendulum systems.
Discuss the energy changes that occur
during SHM using the Nothing Nerdy
simulation.
Mass-spring resources
from IOP
Pendulum resources from
IOP
Nothing Nerdy Energy
simulation
Practical investigation of
damped motion from
school physics.co.uk
Damped motion simulator
Water in a U-tube ISA
June 2012
Students observe damped systems
such as water in a U-tube or a damped
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
How should a suspension
system work to give the
smoothest possible ride?
8 of 136
Effects of damping on
oscillations.
Required practical 7:
Investigation into simple
harmonic motion using
a mass–spring system
and a simple pendulum.
and total energy with
displacement and
time.
Describe the effects
of damping on
oscillations including
sketching appropriate
graphs of damped
systems.
spring. Different degrees of damping
illustrated practically or with a simulator.
Skills developed by learning
activities:
AO2: Apply knowledge and
understanding of scientific ideas to
derive the equations for the mass
spring and pendulum systems.
AO3: Analyse and interpret data from to
reach conclusions on the relationship
between variables in oscillating
systems.
MS 4.6 / AT b, c
Students should recognise the use of
the small-angle approximation in the
derivation of the time period for
examples of approximate SHM.
Extension
A step method using a spread sheet to
model SHM and damped SHM.
The exponential decay of a damped
system investigated mathematically.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
9 of 136
3.6.1.4 Forced vibrations and resonance
Prior knowledge: Simple Harmonic motion.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Qualitative treatment of
free and forced
vibrations.
0.5 weeks
Recognise free and
forced vibrations and
describe the
difference between
them.
Demonstration and discussion of
Barton’s pendulum.
Exampro
Rich Question:
Resonance and the
effects of damping on
the sharpness of
resonance.
Examples of these
effects in mechanical
systems and situations
involving stationary
waves.
Sketch a typical
frequency response
curve for a forced
vibration to show the
sharpness of
response and the
effect of damping.
QSP.4A.10
Student experiments on resonance
from IOP (hacksaw blade, book on
string etc.). Students report back to
group on one of the experiments.
Antonine education
questions on vibrations.
Students investigate the effect of
damping on resonance curves using a
simulation from PHET.
Student experiment: Determination of
the Speed of Sound using resonance of
an air column.
Resonance case studies: car
suspension system questions and
resources from IOP; Tacoma bridge
disaster; shattering a glass with your
voice.
Skills developed by learning
activities:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Is it possible to shatter a
glass with your voice
alone?
Scientific American
Article– Fact or Fiction
Opera Singer breaking a
glass
Mythbuster Shattering a
glass with your voice from
YouTube
Student experiments on
resonance from IOP
PHET resonance
simulation
Determining the speed of
sound using an air column
Car suspension systems
and Tacoma bridge from
IOP
10 of 136
AO1: Demonstrate knowledge and
understanding of resonance.
Tacoma Bridge Disaster
video from YouTube
AO3: Analyse and interpret data to
reach conclusions on the relationship
between variables in oscillating
systems.
AT k: use ICT such as computer
modelling, or data logger with a variety
of sensors to collect data, or use of
software to process data.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
11 of 136
3.6.2 Thermal physics
3.6.2.1 Thermal energy transfer
Prior knowledge: States of matter. Heat transfer mechanisms (conduction, convection and radiation). Basic kinetic theory.
Learning objective/
Time
taken
Learning Outcome
Calculations involving
transfer of energy.
1.5 weeks
Recall the definition of
specific heat capacity
and specific latent.
For a change of
temperature:
Q = mcΔθ
Where c is specific heat
capacity.
Calculations including
continuous flow.
For a change of state Q
= ml where l is the
specific latent heat.
Understand and apply
the equation Q =
mcΔθ to solve
thermal energy
transfer problems
including in
continuous flow.
Understand and apply
the equation Q = ml
to solve thermal
energy transfer
problems where there
is a change of state.
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Discuss the difference between
temperature and heat.
Exampro
Rich Questions:
Demonstration of the ‘Fire proof
balloon’ leading to concept and
definition of specific heat capacity.
QS13.5.03
QS12501
QAS03.2.01
Students measure the heat capacity of
different substances using a variety of
methods.
Demonstration and discussion of
changes of state without temperature
change e.g. water boiling, stearic acid
freezing.
Students measure a specific latent
heat, for example ice.
Rehearsal of specific heat and latent
heat examination questions from
cyberphysics.co.uk.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
You can put out a candle
with moist fingers (8000C)
but putting your hand in
boiling water is very
dangerous (1000C).
Explain.
Fire proof balloon
demonstration and notes.
Measuring Heat Capacity
from IOP
Measuring Latent heat of
ice from IOP
Specific Heat and Latent
heat questions from
Cyberphysics.co.uk
12 of 136
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of specific heat and
specific latent heat.
AO2: Apply knowledge and
understanding of scientific ideas to
solve problems involving transfer of
thermal energy.
MS 1.5 / PS 2.3 / AT a, b, d, f
Investigate the factors that affect the
change in temperature of a substance
using an electrical method or the
method of mixtures.
Students should be able to identify
random and systematic errors in the
experiment and suggest ways to
remove them.
PS 1.1, 4.1 / AT k
Investigate, with a data logger and
temperature sensor, the change in
temperature with time of a substance
undergoing a phase change when
energy is supplied at a constant rate.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
13 of 136
3.6.2.2 Ideal gases
Prior knowledge: States of matter. Basic kinetic theory. Work = force x distance. Atomic notation.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Gas laws as
experimental
relationships between
p, V, T and the mass of
the gas.
1.5 weeks
Recall the gas laws
that give the
relationships between
p, V and T and the
mass of a gas.
Express these in
words, algebraically
and graphically.
Students investigate Boyle’s Law and
Charles’s Law. Students extrapolate
their results to find absolute zero and
evaluate the experiment.
Exampro
Rich Questions:
Concept of absolute
zero of temperature.
Ideal gas equation: pV
= nRT for n moles and
pV = NkT for N
molecules.
Work done = p Δ V
Understand the
concept of absolute
zero of temperature
and how the gas laws
lead to the existence
of this temperature.
Derive the equation
Avogadro constant NA,
molar gas constant R ,
Boltzmann
constant k .
Molar mass and
molecular mass.
Required practical
Work done = p Δ V
Understand and use
the terms: Avogadro
constant, molar mass,
molecular mass.
Use the gas law
equations Work done
QS13.5.04
QS12504
Discuss the Kelvin temperature scale
and students practise converting
between oC and K .
Discussion of how to combine the gas
law expressions to find the Ideal gas
equation. Students to be familiar with all
of the relevant terms: N, k, NA, R,
Molar Mass and molecular mass. Write
a science dictionary entry for each.
Boyle’s Law and Charles
Law investigations from
CLEAPPS and an
alternative for Boyles Law
from Flinn Scientific
IOP questions on Ideal
Gases.
www.s-cool.co.uk
examination style
questions
With support students derive the
equation for the work done on/by a gas
: Work done = p Δ V .
Rehearsal of calculations using IOP
and www.s-cool.co.uk questions.
Skills developed by learning
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
What is the best scale for
measuring temperature?
14 of 136
8: Investigation of
Boyle's law (constant
temperature) and
Charles’s law (constant
pressure) for a gas.
= p Δ V to solve
problems on the
behaviour of gases.
activities:
AO1: Demonstrate knowledge and
understanding of the Ideal Gas
equation.
AO3: Analyse and interpret data from
gas law experiments to find a value for
absolute zero and evaluate this value.
MS 3.12 -Sketch the relationship
modelled by y = k/x, when dealing with
an ideal gas.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
15 of 136
3.6.2.3 Molecular kinetic theory model
Prior knowledge: Newton’s Laws of motion. Momentum. Ideal Gas laws.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Brownian motion as
evidence for existence
of atoms.
1 week
Describe Brownian
motion and
understand how it
provides evidence for
the existence of
atoms.
Observe Brownian motion through a
microscope or a video clip. Students
explain the observation and discussion
of correct explanation using Brownian
motion simulator.
Exampro
Rich Question:
QAW03.2.04
QBS04.4.01
QBSOB6.4.06
Suggest and explain
conditions under which
the kinetic theory would
fail to describe the
behaviour of a gas?
Explain relationships
between p, V and T in
terms of a simple
molecular model.
Demonstration: Kinetic theory model
with ball bearings to demonstrate how
particle collisions lead the relationship
p, V and T. Students rehearse
explanations in writing.
SAMs Paper 2 Q 3
Explanation of
relationships between p,
V and T in terms of a
simple molecular model.
Students should
understand that the gas
laws are empirical in
nature whereas the
kinetic theory model
arises from theory.
Assumptions leading to
𝑝𝑉 =
1
3
𝑁 𝑚 (𝑐𝑟𝑚𝑠 )2
including derivation of
the equation and
calculations.
A simple algebraic
approach involving
conservation of
Understand that the
gas laws are empirical
in nature whereas the
kinetic theory model
arises from theory.
Know the
assumptions of the
kinetic theory and the
derivation of
𝑝𝑉 =
1
𝑁 𝑚 (𝑐𝑟𝑚𝑠 )2
3
Use the equations of
With support students discuss the
assumptions and derivation of the
kinetic theory.
Brownian motion
simulator
Cyberphysics Kinetic
theory examination style
questions.
Students write a short essay on the
development of the gas laws from an
experimental and theoretical
perspective. They peer assess work
before handing in for marking.
Question practice using examination
questions from Cyberphysics.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
YouTube video clip of
Brownian motion
16 of 136
momentum is required.
Appreciation that for an
ideal gas internal
energy is kinetic energy
of the atoms.
Use of average
molecular kinetic energy
1
3
𝑚 (𝑐𝑟𝑚𝑠 )2 = 𝑘𝑇
2
2
=
the kinetic theory to
solve problems.
Describe how
knowledge and
understanding of
gaseous behaviour
has changed over
time.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of Brownian motion and
the development of kinetic theory.
AO2: Apply knowledge and
understanding of mechanics to derive
the kinetic theory equations.
3𝑅𝑇
2𝑁𝐴
Appreciation of how
knowledge and
understanding of the
behaviour of gas has
changed over time.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
17 of 136
3.7 Fields and their consequences
3.7.1 Fields
Prior knowledge: Electric and gravitational fields.
Learning objective/
Concept of a force field
as a region in which a
body experiences a
force.
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Content covered in subsequent
sections within 3.7
Students should
recognise that a force
field can be represented
as a vector, the
direction of which must
be determined by
inspection.
Force fields arise from
the interaction of mass,
of static charge, and
between moving
charges.
Similarities and
differences between
gravitational and
electrostatic forces:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
18 of 136
Similarities: Both have
inverse-square force
laws that have many
characteristics in
common, e.g. use of
field lines, use of
potential concept,
equipotential surfaces
etc.
Differences: masses
always attract, but
charges may attract or
repel
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
19 of 136
3.7.2 Gravitational fields
3.7.2.1 Newton’s law
Prior knowledge: Basic forces including gravity. Vectors
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Gravity as a universal
attractive force acting
between all matter.
0.5 weeks
Understand that
gravity is a force that
acts between all
matter, is always
attractive and is a
vector quantity.
Students brainstorm gravity.
Questions from IOP on
Newton’s Law of
Gravitation
Rich Question:
Magnitude of force
between point masses:
𝐺𝑚1 𝑚2
𝐹 =
𝑟2
where G is the
gravitational constant.
Calculate the force
between masses
using Newton’s Law
of gravitation.
Discussion of gravity and weight
leading to Newton’s Law of gravitation.
What is the Newton’s 3rd
Law reaction force to your
weight?
Students use Newton’s Law of
gravitation to estimate the force
between different objects e.g. two golf
balls a metre apart, the Moon and the
Earth.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of Newton’s Law of
gravitation.
MS 1.4 - Make order of magnitude
calculations for gravitational forces
between objects.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
20 of 136
3.7.2.2 Gravitational field strength
Prior knowledge: Contact and non-contact forces. Magnetic field diagrams.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Representation of a
gravitational field by
gravitational field lines.
0.5 weeks
Understand and
describe the concept
of a force field.
Discuss contact and non-contact forces
as an introduction to the concept of a
force field.
Exampro
Rich Question:
QS13.4A.13
QS124A13
QS10.4B.01
How does the
gravitational field around
a star change as it
evolves through its life
cycle?
g as force per unit mass
as defined by
𝑔 =
𝐹
𝑚
Magnitude of g in a
radial field given by
𝑔 =
𝐺𝑀
𝑟2
Sketch gravitational
fields around objects
and near the surface
of the Earth.
Recall the definition of
gravitational field
strength and use the
gravitational field
strength equations,
𝑔 =
𝐹
𝑚
𝐺𝑀
𝑔 = 2
𝑟
Demonstration of magnetic field pattern
around a bar magnet with iron filings.
Students plot field lines with a
compass.
Gravitational field strength
calculations from the IOP
Discuss how field line model can be
used to draw gravitational fields.
Students draw gravitational fields
around masses and close to the
surface of the Earth.
Apollo 11 mission data analysis from
IOP.
Definition of gravitational field strength
and rehearsal of calculations using g =
F / m and g = GM/r2
Skills developed by learning
activities:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
21 of 136
AO1: Demonstrate knowledge and
understanding of the concept of
gravitational fields.
AO2: Apply knowledge and
understanding of gravitational field
strength to solve problems in different
contexts.
Extension
Apollo 11 mission data analysis from
IOP
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
22 of 136
3.7.2.3 Gravitational potential
Prior knowledge: Work. Potential difference. Gravitational potential energy (GPE = mgh)
Learning objective/
Understanding of
definition of gravitational
potential, including zero
value at infinity.
Understanding of
gravitational potential
difference.
Work done in moving
mass m given by
𝛥𝑊 = 𝑚𝛥𝑉
Equipotential surfaces.
Idea that no work is
done when moving
along an equipotential
surface.
V in a radial field given
by
𝑉 =–
𝐺𝑀
𝑟
Time
taken
0.5 weeks
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Define gravitational
potential.
Discuss changes in gravitational
potential energy at the surface of Earth
and beyond. Relate these changes to
the concept of work.
Exampro
Rich Questions:
QAW05.4B.03
QW13.4.01
What is the best choice
for the zero point of
reference for potential
energy?
Recall and
understand zero value
at infinity.
Understand and apply
the concept of
potential difference
including through
calculations.
Draw equipotential
surfaces on field line
diagrams and
understand and apply
the concept that
potential difference
along an equipotential
line is zero.
Use the equations.
𝛥𝑊 = 𝑚𝛥𝑉
Students sketch graphs to show the
variation of g and V with r. Students led
to need for a zero value of potential at
infinity. Significance of area under g -r
graph and gradient of V-r graph.
Discuss similarities of contour maps
and equipotential surfaces.
Rehearse calculations and problem
solving using Exampro questions.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the concept of
gravitational potential when solving
problems.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
TAP resources
23 of 136
𝑉 =–
𝐺𝑀
𝑟
𝑔 =–
Δ𝑉
Δ𝑟
Significance of the
negative sign.
Graphical
representations of
variations of g and V
with r.
V related to g by:
𝑔 =–
Δ𝑉
Δ𝑟
Δ V from area under
graph of g against r.
MS 3.8, 3.9: Students use graphical
representations to investigate
relationships between v, r and g.
to solve problems.
Understand the
significance of the
negative sign.
Sketch and interpret
graphs to show the
variation of g and V
with r.
Recall and use the
relationship
𝑉 =–
𝐺𝑀
𝑟
and the concept that
ΔV is found from area
under graph of g
against r.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
24 of 136
3.7.2.4 Orbits of planets and satellites
Prior knowledge: Circular motion. Centripetal force. Gravitational forces and potential.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Orbital period and
speed related to radius
of circular orbit;
derivation of;
0.5 weeks
Students can derive;
Students supported through derivation
of T2 ∝ r3
Exampro
Rich Questions:
2
3
T ∝r
Energy considerations
for an orbiting satellite.
Total energy of an
orbiting satellite.
Escape velocity.
Synchronous orbits.
Use of satellites in low
orbits and geostationary
orbits, to include plane
and radius of
geostationary orbit.
T2 ∝ r3
Describe the energy
considerations for an
orbiting satellite and
provided with
structure solve
problems.
Describe the meaning
of the term escape
velocity and given
appropriate data
calculate escape
velocities.
Describe
Synchronous orbits
and the use of
satellites in low orbits
and geostationary
orbits, including plane
and radius of
geostationary orbit.
Students prepare notes on the energy
considerations for a satellite using
online tutorial information e.g. Lisa
Volkening
QAS03.4B.02
QAW06.4B.04
SAMs Paper 2 Q6
Discuss the concept of escape velocity
and students rehearse problem solving
using resources from the Beacon
Learning Centre.
Energy of orbits by Lisa
Volkening
Escape Velocity
Resources from the
Beacon Learning Centre
J-track
Students observe different types of orbit
using J-track. Students choose
satellites and research their use,
relating this to the observed orbit.
Rehearse problem solving using
Exampro questions.
Skills developed by learning
activities:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Is it better to launch a
rocket from the poles or
the equator?
25 of 136
AO1: Demonstrate knowledge and
understanding of satellites and their
orbits when relating observed orbits to
uses.
AO2: Apply knowledge and
understanding of gravitational potential
when explaining energy considerations
in the orbit of satellites.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
26 of 136
3.7.3 Electric fields
3.7.3.1 – 3.7.3.2 Coulomb’s law and Electric field strength
Prior knowledge: Non-contact forces. Concept of a force field. Use of field lines to represent a force field. Work. Circular motion and centripetal force.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Force between point
charges in a vacuum:
0.5 weeks
Understand the
meaning of ε0 and
that air can
approximately be
treated as a vacuum.
Discuss similarities of the equations for
electric and gravitational fields.
Exampro
Rich Question:
1 𝑄1 𝑄2
𝐹 =
4𝜋𝜀0 𝑟 2
Permittivity of free
space, ε0.
Appreciation that air can
be treated as a vacuum
when calculating force
between charges.
For a charged sphere,
charge may be
considered to be at the
centre.
Representation of
electric fields by electric
field lines.
Electric field strength.
Use electric field lines
to sketch electric field
patterns.
Define electric field
strength.
Use the equations
1 𝑄1 𝑄2
𝐹 =
4𝜋𝜀0 𝑟 2
𝐸 =
1 𝑄
4𝜋𝜀0 𝑟 2
E = F / Q and
E=V/d
Discussion of forces between point
charges and Coulomb’s law including
ε0. Students rehearse calculation of
electric forces between point charges.
QS124B02
QW11.4B.04
Demonstration of electric field lines with
oil and semolina. Students sketch
electric field lines and equipotential
lines.
Student experiment: equipotential lines
with conducting paper.
Electric field lines with oil
and semolina from IOP.
Antonine Education
Electric Field questions
Electron deflection
demonstration from
Nuffield Foundation
Define electric field strength and
derivation of Fd = Q∆V
Demonstration: displacement of a
charged polystyrene ball (coated with
conducting paint) in field between
parallel plates.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Design an experiment to
confirm the Coulomb law.
27 of 136
to solve electric field
problems.
E as force per unit
charge defined by
E=F/Q
Derive Fd
Magnitude of E in a
uniform field given by
Sketch and describe
the trajectory of a
moving charged
particle entering a
uniform electric field
initially at right angle.
=V/d
Derivation from work
done moving charge
between plates:
Fd = Q∆V
Trajectory of moving
charged particle
entering a uniform
electric field initially at
right angles.
Magnitude of E in a
radial field given by
𝐸 =
1 𝑄
4𝜋𝜀0 𝑟 2
Extension
E
= Q∆V
Demonstration of trajectory of a moving
charged particle in an electric field
using electron deflection tube.
Rehearsal of problem solving using
Antonine Education questions.
Skills developed by learning
activities:
AO2: Apply knowledge and
understanding of electric fields and
circular motion to describe and explain
the trajectory of a charge particle in a
uniform electric field.
AT f: correctly construct circuits from
circuit diagrams using DC power
supplies, cells, and a range of circuit
components, including those where
polarity is important when plotting
equipotential lines.
Students calculate e/m from electron
deflection tube data.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
28 of 136
3.7.3.3 Electric potential
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Understanding of
definition of absolute
electric potential,
including zero value at
infinity, and of electric
potential difference.
0.5 weeks
Define absolute
electric potential and
explain the
significance of the
zero value at infinity.
Discussion of absolute potential
including concept of work and
significance of infinity.
Exampro
Rich Questions:
Work done in moving
charge Q given by Δ
W=QΔV
Equipotential surfaces.
No work done moving
charge along an
equipotential surface.
Magnitude of V in a
radial field given by
𝑉 =
1 𝑄
4𝜋𝜀0 𝑟
Graphical
representations of
variations of E and V
with r.
Understand and use
the concept of
potential difference.
Sketch and use
equipotential
diagrams.
Recognise and use
the idea that no work
is done by a moving
charge on an
equipotential surface.
Use the equation
𝑉 =
1 𝑄
4𝜋𝜀0 𝑟
Sketch and use
graphs showing the
variations of E and V
with r.
QW12.4B.01
Use PHET electric fields simulation to
investigate electric fields and electric
potentials.
Student experiment: Equipotential lines
from IOP.
Rehearsal of problem solving using scool questions and IOP questions.
Equipotential lines student
experiments from IOP
s-cool questions
IOP resources and
questions
Skills developed by learning
activities:
AO2: Apply knowledge and
understanding of electric fields and
circular motion to describe and explain
the trajectory of a charge particle in a
uniform electric field.
AT f: correctly construct circuits from
circuit diagrams using DC power
supplies, cells, and a range of circuit
components, including those where
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
PHET electric fields
activity 1 and 2
29 of 136
V related to E by
E=ΔV/Δr
Δ V from the area
under graph of E
against r.
Recognise and use
the relationships E
= Δ V / Δ r and Δ
V is the area under
graph of E against r.
polarity is important when plotting
equipotential lines.
MS 3.8 : Δ V from the area under graph
of E against r and be able to calculate it
or estimate it by graphical methods as
appropriate.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
30 of 136
3.7.4 Capacitance
3.7.4.1 – 3.7.4.3 Capacitance, Parallel plate capacitor and Energy stored by a capacitor
Prior knowledge: dc circuits, charge and potential difference, uniform electric field,
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Definition of
capacitance: C
1.5 weeks
Define capacitance.
Demonstration of a ‘super-capacitor’
and capacitors in everyday life.
Exampro
Rich Question:
= Q/V
Use the equations,
Dielectric action in a
capacitor C = Aε0εr/d
Relative permittivity and
dielectric constant.
Students should be able
to describe the action of
a simple polar molecule
that rotates in the
presence of an electric
field.
Interpretation of the
area under a graph of
charge against pd.
E = ½ QV = ½CV 2 =
½ Q2 / C
C = Aε0εr/d ,
E = ½ QV = ½ CV 2
= ½ Q2 / C
to solve problems.
Understand and use
the terms relative
permittivity and
dielectric constant.
Describe the action of
a simple polar
molecule that rotates
in the presence of an
electric field.
Find and interpret the
area under a graph of
charge against PD
Student experiment: Investigate the
relationship between Q and V for a
capacitor in order to define capacitance
and the farad.
QS11.4B.03
QW11.4A.17
QAS04.4A.05
SAMs Paper 2 Q2
Student experiment or demonstration:
Use a reed switch or digital capacitance
meter to investigate a parallel plate
capacitor.
Super-Capacitor and
capacitors in everyday life
from IOP
Student experiments :
Investigating Q and V for
a capacitor and
investigating a parallel
plate capacitor
Student experiment: Energy stored in a
capacitor to lift a mass.
Rehearse problems on capacitors using
Exampro.
Student experiment :
energy stored in a
capacitor
Skills developed by learning
activities:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
What features are
desirable in the design of
a capacitor?
31 of 136
AO2: Apply knowledge and
understanding of capacitors to solve
problems in a variety of contexts.
AT f: correctly construct circuits from
circuit diagrams using DC power
supplies, cells, and a range of circuit
components, including those where
polarity is important when plotting
equipotential lines.
AT g : design, construct and check
circuits using DC power supplies, cells,
and a range of circuit components.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
32 of 136
3.7.4.4 Capacitor charge and discharge
Learning objective/
Time
taken
Learning Outcome
Learning activity with
opportunity to develop skills
Assessment
opportunities
Resources
Graphical
representation of
charging and
discharging of
capacitors through
resistors.
0.5 weeks
Sketch graphs of Q, V
and I against time to
show charging and
discharging of capacitors
through different
resistances.
Required practical: Investigation of
the charge and discharge of
capacitors.
Exampro
Rich Questions:
Corresponding graphs
for Q,
V and I against time for
charging and
discharging.
Interpretation of
gradients and areas
under graphs where
appropriate.
Time constant RC.
0.69RC
Solve problems including
the use of the equations
:
T½ = 0.69RC,
Calculation of time
constants including their
determination from
graphical data.
Time to halve, T½
Find and interpret the
area and gradient of
graphs representing the
discharge of capacitors.
Recall the use the
concept of Time
Constant RC.
=
𝑄 = 𝑄0 𝑒 –𝑡/𝑅𝐶
𝑄 = 𝑄𝑚𝑎𝑥 (1 − 𝑒 –𝑡/𝑅𝐶 )
Students use a spreadsheet to
investigate how potential difference
changes when a capacitor is
charged and discharged.
QAS05.4B.03
QAW04.4B.04
Discussion of RC to include
dimensional analysis of unit as time
and comparison to half-life.
Rehearsal of problem solving using
problems from IOP and s-cool.
IOP charge and discharge
of a capacitor experiment,
spreadsheet modelling
activity and other
resources and questions.
Capacitor problems from
scool
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of capacitor discharge
by sketching graphs of Q, V and I
against time.
AT k - use ICT in the form of
computer modelling of capacitor
discharge.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Outline the similarities
and differences between
radioactive decay and
capacitor charge and
discharge.
33 of 136
Quantitative treatment
of capacitor discharge,
𝑄 = 𝑄0 𝑒 –𝑡/𝑅𝐶
Use of the
corresponding
equations for V and I.
Quantitative treatment
of capacitor charge,
𝑄
= 𝑄𝑚𝑎𝑥 (1 − 𝑒 –𝑡/𝑅𝐶 )
Required practical 9:
Investigation of the
charge and discharge of
capacitors. Analysis
techniques should
include log-linear
plotting leading to a
determination of the
time constant, RC .
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
34 of 136
3.7.5 Magnetic fields
3.7.5.1 Magnetic flux density
Prior knowledge: Construction of DC circuits, basic magnetism and electromagnetism.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Force on a currentcarrying wire in a
magnetic field:
1 week
Be able to predict the
direction of a force on a
current carrying wire.
Demonstration of ‘kicking wire’
experiment. Students apply knowledge
of magnetic fields and Flemings left
hand rule to explain and predict the
direction of the force on the wire.
Exampro
Kicking wire
simulation
F = BIl when field is
perpendicular to
current.
Fleming’s left hand rule.
Magnetic flux density B
and definition of the
tesla.
Required practical 10:
Investigate how the
force on a wire varies
with flux density, current
and length of wire using
a top pan balance
Use the equation F=BIl
to calculate the force on
a current carrying wire or
magnetic flux density.
Describe an investigation
to investigate the
relationship between
magnetic flux density,
current and length of a
wire.
QAS03.4B.03
QS124A20
Students construct dc motor kits from
diagrams. Students explain using
diagrams the operation of a dc motor.
Rich questions:
Students complete problems on forces
on conductors in magnetic fields.
Skills developed by learning
activities:
AO2 - Apply knowledge and
understanding to predict direction of
motion of a spinning motor.
MS 4.2- Visualise and represent 2D
and 3D forms including two-
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Force on
Conductors in
Magnetic Field
Questions from IOP
How can we
change electrical
energy into kinetic
energy?
How can we
quantify the
strength of a
magnetic field?
35 of 136
dimensional representations of 3D
objects.
AT f : The construction of dc circuits
with correct polarity.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
36 of 136
3.7.5.2 Moving charges in a magnetic field
Prior knowledge: Circular motion and centripetal forces.
Learning objective/
Time
taken
Learning
Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Force on charged
particles moving in a
magnetic field,
F = BQv when the
field is perpendicular to
velocity.
1 week
Apply the equation
F = BQv to
problems where a
charge particle is
moving in a magnetic
field.
Demonstration of fine beam tube.
Students explain the deflection of the
beam and use Fleming’s left-hand rule to
predict the direction of the curvature.
Exampro
Rich questions:
QAS04.4B.02
QS13.4B.03
Show this Cyclotron
applet
Direction of force on
positive and negative
charged particles.
Circular path of
particles; application in
devices such as the
cyclotron.
Explain how the
force on the charged
particle leads to
circular motion in
devices such as the
cyclotron.
Students research, present and peer
assess talks on one of : mass
spectrometer/a particle accelerator/
Cyclotron/Hall Probe.
How can the
movement of
charged particles be
controlled?
Skills developed by learning activities:
What are the
applications of
controlling the
movement of
charged particles
AO1: Demonstrate knowledge and
understanding of forces on charged
particles in magnetic fields.
AO2: Apply knowledge and
understanding to explain machines that
use magnetic forces to guide the motion
of charged particles.
MS 4.2 - Visualise and represent 2D and
3D forms including two dimensional
representations of 3D objects.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
37 of 136
Extension
Experiment to measure e/m.
Cyclotron teaching resources from
Triumpf
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
38 of 136
3.7.5.3 Magnetic flux and flux linkage
Prior knowledge: Basic magnetism and electromagnetism
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Magnetic flux defined by
ϕ = BA where B is
normal to A.
1 week
Be able to define flux
and flux linkage.
Students sketch magnetic flux patterns.
Exampro
Sketching flux patterns
exercises from IOP
Develop concept of flux linkage through
sketching diagrams from a flux linkage
animation.
QAW04.4B.03
Flux linkage as N ϕ
where N is the number
of turns cutting the flux.
Flux and flux linkage
passing through a
rectangular coil
rotated in a magnetic
field:
flux linkage
Nϕ = BANcosθ
Required practical
11: Investigate, using a
search coil and
oscilloscope, the effect
on magnetic flux linkage
of varying the angle
between a search coil
and magnetic field
direction.
Use the relationships
ϕ = BA
Practise calculating flux linkage in
simple scenarios.
Antonine Education Flux
linkage calculations
and
Required practical 11.
Nϕ = BANcosθ
to calculate flux
linkage in common
contexts such as a
conductor dropped in
a uniform magnetic
field or a rectangular
coil in an electric
motor.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of magnetic flux.
MS 0.6 - Use calculators to handle sin x
, cos x , tan x when x is expressed in
degrees or radians
MS 4.5 - Use sin, cos and tan in
physical problems
At a - use appropriate analogue
apparatus to record a range of
measurements and to interpolate
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Flux linkage animation
39 of 136
between scale markings.
AT h - use signal generator and
oscilloscope, including volts/division
and time-base.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
40 of 136
3.7.5.4 Electromagnetic induction
Prior knowledge: The relative motion of a conductor in a magnetic field induces an electric current.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Simple experimental
phenomena.
1 week
Recognise situations
in which
electromagnetic
induction will occur.
Investigate the emf induced when a bar
magnet falls through a coil.
Exampro
Rich Question:
Calculations using Faraday’s Law.
QAS06.4B.04
QW13.4B.05
QSP.4A.21
How is electricity made?
Faraday’s and Lenz’s
laws.
Magnitude of induced
emf = rate of change of
flux linkage
ε= N Δ ϕ / Δ t
Applications such as a
straight conductor
moving in a magnetic
field.
emf induced in a coil
rotating uniformly in a
magnetic field:
𝜀 = 𝐵𝐴𝑁 𝑠𝑖𝑛 𝑡
Recall Faraday’s and
Lenz’s Laws.
Calculate the emf
induced by
electromagnetic
induction in scenarios
such as a straight
conductor moving in a
magnetic field or a
coil rotating in a
magnetic field.
Apply knowledge to calculate emf
induced in airliner wing and case study
ED Tethers.
Demonstrations, and
questions from IOP
SAMs Paper 2 Q5
Apply Lenz’s Law to explain
electromagnetic braking.
Practice questions on Faraday’s and
Lenz’s Laws.
ED Tether information
from Earth Observation
Portal
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of how changing flux
linkage produces an emf.
AO2: Apply knowledge and
understanding of scientific ideas to
explain electromagnetic braking.
MS 2.1 - Understand and use the
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
41 of 136
symbols:
=, <, <<, >>, >, ∝, ≈, Δ
MS 3.5 - Calculate rate of change from
a graph showing a linear relationship.
Extension
Investigate the motion of a pendulum
damped by electromagnetic braking or
other Eddy current brake.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Example of an Eddy
current brake
investigation
42 of 136
3.7.5.5 Alternating currents
Prior knowledge: The difference between ac and dc signals.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Sinusoidal voltages and
currents only; root mean
square, peak and peakto-peak values for
sinusoidal waveforms
only.
0.5 weeks
Know the meaning of
the terms root mean
square and peak-topeak value.
Students to use an oscilloscope to
compare dc and ac signals.
Exampro
Rich Question:
QS13.15
What range of voltage
does the mains supply?
𝐼𝑟𝑚𝑠 =
𝑉𝑟𝑚𝑠 =
Use the equations
𝐼0
√2
𝐼𝑟𝑚𝑠 =
𝑉0
√2
Application to the
calculation of mains
electricity peak and
peak-to-peak voltage
values.
Use of an oscilloscope
as a dc and ac
voltmeter, to measure
time intervals and
frequencies, and to
display ac waveforms.
𝑉𝑟𝑚𝑠 =
𝐼0
√2
𝑉0
√2
to calculate root mean
square values or peak
values.
Use of an
oscilloscope to
display dc and ac
voltage signals and
find rms and peak
values.
Students should calculate peak to peak
and rms values from experimental
work. (compare calculated values with
readings on digital or moving coil
meters).
Use oscilloscope to determine period of
output from a signal generator(hence f).
Practice questions on oscilloscope from
IOP.
AC questions and
resources from IOP
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of rms and peak values.
AO3: Analyse and interpret data from
oscilloscope display to find rms and
peak values.
MS 3.1 - Translate information between
graphical, numerical and algebraic
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Use and questions on
an oscilloscope from the
IOP
43 of 136
forms.
No details of the
structure of the
instrument are required
but familiarity with the
operation of the controls
is expected.
At h - use signal generator and
oscilloscope, including volts/division
and time-base.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Example of an Eddy
current brake
investigation
44 of 136
3.7.5.6 The operation of a transformer
Prior knowledge: Electrical power = VI. Structure of a transformer: primary coil, secondary coil, laminated iron core. Use of transformers in the
National Grid.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
The transformer
equation:
0.5 weeks
Use the transformer
and efficiency
equations to solve
problems related to
structure and
operation of
transformers.
Demonstrate the construction and
operation of a transformer. Students
sketch the parts of a transformer and
explain it operation using their
knowledge of induction. Video resource
available.
Lexapro
Rich Question:
QS13.4A.25
QW13.4A.24
What factors would
need to be considered
when designing a
transformer?
𝑁𝑠 𝑉𝑠
=
𝑁𝑝 𝑉𝑝
Transformer efficiency
𝐼𝑠 𝑉𝑠
𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑐𝑦 =
𝐼𝑝 𝑉𝑝
Production of eddy
currents.
Causes of inefficiencies
in a transformer.
Transmission of
electrical power at high
voltage including
calculations of power
loss in transmission
lines.
Explain how Eddy
currents form in
transformers and how
this leads to
inefficiency.
Describe the role of
transformers in the
transmission of
power.
Use electrical power
equations to calculate
power losses in
transmission lines.
Build transformers and check
transformer and efficiency equation.
Explain discrepancies using Eddy
currents, copper losses and hysteresis
(friction as molecular magnets flip).
Calculation practice: transformer
equations using Antonin website.
Video : How
Transformers work from
Learn Engineering
Skills developed by learning
activities:
Antonine Education :
transformers
AO1: Demonstrate knowledge and
understanding of construction and
operation of a transformer.
AO3: Analyse, interpret and evaluate
data from building transformer practical.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Why is the mains ac and
not dc?
45 of 136
MS 0.3 – Use ratios in transformer
problems.
PS 2.3 - Evaluate results of transformer
experiment and draw conclusions about
efficiency.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
46 of 136
3.8 Nuclear physics
3.8.1 Radioactivity
3.8.1.1 Rutherford scattering
Prior knowledge: Nuclear model of the atom. Properties of alpha radiation. Coulomb’s Law. Momentum
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Qualitative study of
Rutherford scattering.
0.5 weeks
Describe the results
of the Rutherford
scattering experiment
and explain how they
lead to the nuclear
model of the atom.
Investigate Rutherford Scattering
results using a simulation.
Appreciation of how
knowledge and
understanding of the
structure of the nucleus
has changed over time.
Understand that the
model of the atom has
changed over time.
Assessment
opportunities
Demonstrate how the results of the
experiment lead to the idea of very
small relatively massive positive
nucleus. Colliding balls of different
masses and the Chinese hat analogies
are helpful.
Students research models of the atom
and construct a timeline to show how it
has changed.
Skills developed by learning
activities:
Resources
Rich Questions:
What evidence do we
have for atomic structure?
Is the nuclear model of
the atom viable?
Colliding Balls and
Chinese hat analogies
from IOP
Rutherford Scattering
simulation from PHET
AO1: Demonstrate knowledge and
understanding of Rutherford Scattering
experiment.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
47 of 136
AO3: Analyse and interpret data from
Rutherford Scattering experiment to
draw a conclusion.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
48 of 136
3.8.1.2 α, β and γ radiation
Prior knowledge: Nuclear model of the atom. Nature of α, B and γ radiation. Sources of background radiation.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Their properties and
experimental
identification using
simple absorption
experiments;
applications e.g. to
relative hazards of
exposure to humans.
0.5 weeks
Recall the properties
of α, β and γ
radiation.
Demonstrate background radiation and
the penetration properties of α, β and γ
radiation. Students apply knowledge of
the nature of the radiations to explain
observations. Students record count
data, correct for background radiation
and make conclusions on nature of
radiation from different sources.
Exampro
Rich Questions:
QS13.5.05
QS12503
What is the nature of
radiation?
Applications also
include thickness
measurements of
aluminium foil paper
and steel.
Inverse-square law for γ
radiation:
𝐼 =
𝑘
𝑥2
Experimental
verification of inversesquare law.
Applications, e.g. to
safe handling of
Describe a simple
absorption experiment
that could be used to
identify the different
types of radiation
including correction
for background
radiation.
Apply knowledge and
understanding of
properties of radiation
and inverse square
law to explain safe
handling of
radioactive sources
and applications in
industry and
medicine. To include
evaluation of the
Demonstrate inverse square law or use
a computer simulation. Students ideally
collect their own data and should
process the data independently
correcting for background radiation. As
a minimum - measure background
count rate and one count rate with a
source in place taking all necessary
precautions to satisfy AT j.
Full body scans for
asymptomatic people: a
good or a bad thing?
Radiation lab simulation
Case study and/or presentations on
applications of radiation in medicine
and industry to consolidate knowledge
and understanding.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Which is the most
dangerous type of
radiation?
49 of 136
radioactive sources.
Background radiation;
examples of its origins
and experimental
elimination from
calculations.
Appreciation of balance
between risk and
benefits in the uses of
radiation in medicine.
Required practical 12:
Investigation of the
inverse-square law for
gamma radiation.
balance of risks and
benefits of
applications.
Use the inverse
square law to
calculate distances
and intensities.
Describe an
experiment to confirm
the inverse square
law including
correction for
background radiation.
Skills developed by learning
activities:
AO2: Apply knowledge and
understanding of the properties of
radiation in medicine and industry.
AO3: Analyse, interpret and evaluate
data from absorption and inversesquare law experiments to:
• make judgements and reach
conclusions
• develop and refine practical
design and procedures.
AT k - use ICT such as computer
modelling, or data logger with a variety
of sensors to collect data, or use of
software to process data.
AT l - use ionising radiation, including
detectors.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
50 of 136
3.8.1.3 Radioactive decay
Prior knowledge: Simple understanding of probability. Random nature of radioactive decay. Activity and the Becquerel. Logarithms.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Random nature of
radioactive decay;
constant decay
probability of a given
nucleus;
1 week
Recognise and
understand the
random nature of
radioactive decay.
Discussion of definition of the decay
constant and activity.
Exampro
Rich Question:
QAS04.5.01
QAW03.5.01
How long do we have to
wait until a radioactive
source is safe?
Δ𝑁
=– 𝜆𝑁
Δ𝑡
𝑁 = 𝑁𝑜 𝑒
− 𝑡
𝐴 = 𝜆𝑁
Modelling with constant
decay probability.
Questions may be set
which require students
to use:
𝐴 = 𝐴𝑜 𝑒
Use the equations
Δ𝑁
=– 𝜆𝑁
Δ𝑡
𝑁 = 𝑁𝑜 𝑒
Use of activity,
− 𝑡
Questions may also
involve use of molar
Modelling radioactive behaviour with
dice.
− 𝑡
𝐴 = 𝜆𝑁
𝑇½ =
ln 2
𝜆
𝐴 = 𝐴𝑜 𝑒 −𝑡
to solve radioactive
decay problems in a
variety of contexts.
Determination of halflife from graphical
SAMs Paper 2 Q 4
Rehearsal of radioactive decay
equations.
Radioactive Decay
questions from scool
Find the half-life of protactinium or
using gas mantle apparatus.
Half-life of protactinium
experiment from the IOP
Summarise and evaluate the safety
considerations in dealing with the short
and long term storage of radioactive
waste OR the evidence for the age of
the Earth from radioactive dating of
rocks.
Modelling radioactive
decay with dice
Skills developed by learning
activities:
AO2: Apply knowledge and
understanding of radioactive decay to
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Article on storage of
Radioactive waste from
World Nuclear
Association
51 of 136
mass or the Avogadro
constant.
Half-life equation:
𝑇½ =
ln 2
𝜆
Determination of halflife from graphical
decay data including
decay curves and log
graphs.
Applications e.g.
relevance to storage of
radioactive waste,
radioactive dating, etc.
Extension
data.
Apply knowledge and
understanding of halflife to explain
considerations such
as the safe storage of
radioactive waste and
radioactive dating of
rocks.
the storage of radioactive waste and
radioactive dating.
AO3: Analyse, interpret and evaluate
data on radioactive decay to make
judgements and reach conclusions.
MS1.3 - Understand simple probability
in radioactive decay.
MS 2.1- Understand and use the
symbols : ∝, Δ .
MS 3.1 - Translate information between
graphical, numerical and algebraic
forms when dealing with radioactive
decay.
Students consider parallels between
the mathematics of radioactive decay,
capacitor discharge and damped
harmonic motion.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
52 of 136
3.8.1.4 Nuclear instability
Prior knowledge: Atomic notation. Nature of α, B and γ radiation
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Graph of N against Z for
stable nuclei.
1 week
Sketch the graph of N
against Z for stable
nuclei.
Discussion of nuclear stability graph.
Exampro
Rich Question:
In a peer discussion group students
allocate decay processes to correct
regions of stability graph and explain.
QAW04.5.01
QAS03.5.01
What aspects of
radioactive decay are
predictable?
Possible decay modes
of unstable nuclei
including α, β+, β− and
electron capture.
Changes in N and Z
caused by radioactive
decay and
representation in simple
decay equations.
Questions may use
nuclear energy level
diagrams.
Existence of nuclear
excited states; γ ray
emission; application
e.g. use of technetium99m as a γ source in
medical diagnosis.
Identify and explain
regions of the graph
that correspond to
possible decay
modes,
Generate and/or
complete simple
decay equations.
Describe the
existence of nuclear
excited states and
applications.
Rehearsal of decay equations.
Read and summarise article on nuclear
excited states and technetium-99m in
medicine.
Skill developed by learning
activities:
Decay processes from
IOP
Article on Nuclear excited
states and technetium99m
AO1: Demonstrate knowledge and
understanding of decay processes.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
53 of 136
3.8.1.5 Nuclear radius
Prior knowledge: Nuclear model of the atom. Properties of alpha radiation. Coulomb’s Law. Momentum. Wave particle duality - Electron Diffraction.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Estimate of radius from
closest approach of
alpha particles and
determination of radius
from electron diffraction.
0.5 weeks
Understand and
describe how closest
approach and
electron diffraction
give an estimate size
for nuclear radius.
Use the Coulomb Law
to carry out closest
approach
calculations.
Students estimate the order of
magnitude size of the nucleus and the
relative size of the nucleus relative to
an atom. An analogy using everyday
objects is useful e.g. a small ball
bearing for the nucleus.
Exampro
Rich Question:
QS12505
QAW05.05.01
How do we know the size
of an atom and the
nucleus within?
Use the equation
R = R0A1/3 to relate
the radius of different
nuclei to nucleon
number.
Use a spreadsheet to calculate and plot
a graph of the nuclear radius of a range
of atoms.
Knowledge of typical
values for nuclear
radius.
Students will need to be
familiar with the
Coulomb equation for
the closest approach
estimate.
Dependence of radius
on nucleon number:
R = R0A1/3 derived
from experimental data.
Interpretation of
equation as evidence
for constant density of
nuclear material.
Given appropriate
data calculate nuclear
densities.
Recall the order of
magnitude radius for
the nucleus.
Students carry out closest approach
and electron diffraction calculations to
estimate the size of the nucleus.
Students calculate the density of the
proton/neutron and then for a number
of different nuclei to appreciate how
nuclear density remains constant.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Closest approach and
electron diffraction
resources from IOP
54 of 136
Calculation of nuclear
density.
understanding of the size of the nucleus
and evidence for this.
Students should be
familiar with the graph
of intensity against
angle for electron
diffraction by a nucleus.
AO2: Apply knowledge and
understanding of Coulomb’s Law and
diffraction to calculate nuclear radii.
Extension
Data from the Rutherford Scattering
experiment can be used for deeper
mathematical modelling.
MS 1.4 - Make order of magnitude
calculations in determining nuclear
densities.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
IOP data from Rutherford
Scattering Experiment
and analysis activity.
55 of 136
3.8.1.6 Mass and energy
Prior knowledge: Atomic mass units and atomic notation. The electron volt and the mega electron volt. Nuclear equations.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Appreciation that
0.5 weeks
Understand that
E = mc2 applies to all
energy changes.
Students calculate mass of an atom
from the mass of its constituent
nucleons and check for consistency
with published values. Discussion of
mass difference and binding energy.
Exampro
Rich Question:
QS115.01
QS115.03
Is a mug of hot coffee
more massive than a mug
of cold coffee?
E = mc2
applies to all energy
changes.
Simple calculations
involving mass
difference and binding
energy.
Atomic mass unit, u.
Conversion of units;
1 u = 931.5 MeV.
Fission and fusion
processes.
Simple calculations
from nuclear masses of
energy released in
fission and fusion
reactions.
Graph of average
binding energy per
nucleon against nucleon
Define and
understand the term
binding energy.
Calculate mass
difference / binding
energy using
appropriate units
including fission and
fusion reactions.
Describe fission and
fusion processes
including how
knowledge of these
processes informs
energy supply
choices.
Sketch the graph of
average binding
energy per nucleon
against nucleon
Students review the Fission and Fusion
video from the Science Channel.
Which element has the
most stable nucleus?
Rehearsal of mass difference and
binding energy calculations from IOP
resources and Cyberphysics.
Fission and Fusion video
from the Science Channel
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of binding energy, fission
and fusion.
AO2: Apply knowledge and
understanding to calculate the energy
released in nuclear fission and fusion.
Mass and Energy exam
standard questions from
Cyberphysics
MS 0.1 – Recognise and make use of
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Mass difference and
binding energy
calculations from IOP
56 of 136
number.
Students may be
expected to identify, on
the plot, the regions
where nuclei will
release energy when
undergoing
fission/fusion.
number and explain
regions where fission
and fusion will release
energy.
appropriate units (eV, MeV and J) in
binding energy calculations.
MS 3.1 - Translate information between
graphical and numerical form with
binding energy graph.
Appreciation that
knowledge of the
physics of nuclear
energy allows society to
use science to inform
decision making.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
57 of 136
3.8.1.7 Induced fission
Prior knowledge: Atomic Structure. Nuclear equations. Elastic collisions.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Fission induced by
thermal neutrons;
possibility of a chain
reaction; critical mass.
0.5 weeks
Describe the process
of induced fission,
chain reactions and
the meaning of critical
mass.
Bang Goes the Theory Nuclear
Reactors as preparation for extended
writing task on Fission, Fusion and
Nuclear Power.
Exampro
Rich Question:
QS13.05.02
QS10.05.02
What is a critical mass?
The functions of the
moderator, control rods,
and coolant in a thermal
nuclear reactor.
Details of particular
reactors are not
required.
Students should have
studied a simple
mechanical model of
moderation by elastic
collisions.
Factors affecting the
choice of materials for
the moderator, control
rods and coolant.
Examples of materials
used for these
functions.
Describe and explain
the functions of the
moderator (including
use of a model of
elastic collisions),
control rods and
coolant and the
choice of material
used for each.
Extended writing on Nuclear Power
stations, fission and fusion. Students
should self and peer assess work
before submission for marking.
Nuclear Reactor Card loop game.
Cyberphysics nuclear Physics
questions for consolidation and review
of learning.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of nuclear fission, fusion
and the construction of a nuclear power
station.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Is nuclear energy the
answer to our energy
needs?
Bang Goes the Theory
Nuclear Power Station
Introductory clip
Fission and Fusion
Nuclear Reactor Card
loop game
CyberPhysics nuclear
physics questions
Extended Writing task
Nuclear Energy on TES
resources
58 of 136
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
59 of 136
3.8.1.8 Safety aspects
Prior knowledge: Nuclear Power stations. Nature of Radiation.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Fuel used, remote
handling of fuel,
shielding, emergency
shut-down.
0.5 weeks
Describe the safety
considerations in
nuclear power
stations including the
handling and storage
of radioactive waste.
Watch Nuclear Safety video and TED
Do we need Nuclear Power debate.
Exampro
Nuclear Safety video clip
from DW News –
Tomorrow Today
Production, remote
handling, and storage of
radioactive waste
materials.
Appreciation of balance
between risk and
benefits in the
development of nuclear
power.
Describe and
evaluate the
arguments for and
against nuclear
power.
QAW06.4B.03
In triads one student prepares a short
argument for nuclear power, another
against and the third evaluates the two
arguments.
TED Nuclear Power
Debate
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of nuclear safety.
AO3: Analyse, interpret and evaluate
scientific information, ideas and
evidence, including in relation to issues,
to make judgements and reach
conclusions on the development of
nuclear power.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
60 of 136
3.9 Astrophysics
3.9.1 Telescopes
3.9.1.1 – 3.9.1.2 Astronomical telescope consisting of two converging lenses and Reflecting telescope
Prior knowledge: Refraction, ray diagrams and behaviour of converging and diverging lenses, Law of Reflection, ray diagrams for convex mirror
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Ray diagram to show
the image formation in
normal adjustment.
1 week
Recall and
understand the term
normal adjustment.
Revise properties of lenses using PhET
geometric optics simulator.
Exampro
Rich Question:
QS10.5A.01
QAS03.5.02
PhETGeometric optics
simulator
SAMs Astrophysics Q1
Making an astronomical
telescope from the
Nuffield Foundation.
Angular magnification in
normal adjustment.
M = angle subtended
by image at eye /
angle subtended by
object at unaided eye
Focal lengths of the
lenses.
𝑀 =
𝑓0
𝑓e
Cassegrain
arrangement using a
Draw ray diagram to
show image formation
in normal adjustment.
Recall and use the
concept of angular
magnification.
Solve problems
involving angular
magnification.
Recall and sketch the
Cassegrain
arrangement including
Students construct a simple
astronomical telescope using two
lenses. Students sketch ray diagrams
of arrangement in normal adjustment.
This knowledge is consolidated through
use of a simulation such as the WalterFendt applet.
Discussion of angular magnification and
rehearsal of calculations.
Students research Cassegrain
arrangement and write a short report
discussing the merits of reflectors and
refractors including spherical and
chromatic aberration.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Astronomical telescope
applet from Walter-Fendt.
61 of 136
parabolic concave
primary mirror and
convex secondary
mirror.
Ray diagram to show
path of rays through the
telescope up to the
eyepiece.
ray diagram to the
eyepiece.
Describe and discuss
merits of reflectors
and refractors
including spherical
and chromatic
aberration.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of spherical and
chromatic aberration.
Relative merits of
reflectors and refractors
including a qualitative
treatment of spherical
and chromatic
aberration.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
62 of 136
3.9.1.3 – 3.9.1.4 Single dish radio telescopes, U-V, I-R, and X-ray telescopes, and Advantages of large diameter telescopes
Prior knowledge: Radians. Diffraction.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Similarities and
differences of radio
telescopes compared to
optical telescopes.
Discussion should
include structure,
positioning and use,
together with
comparisons of
resolving and collecting
powers.
1 week
Describe the
similarities and
differences of radio
telescopes compared
to optical telescope
including structure,
positioning and use,
together with
comparisons of
resolving and
collecting powers.
Student’s research well known optical
and radio telescopes looking for the
similarities and differences. Group
discussion should lead to structure,
positioning and use, together with
comparisons of resolving and collecting
powers (collecting power should be
defined for students during this
discussion).
Exampro
Rich Question:
QS13.5A.13
QSP.5A.03
QS11.5A.01
Given the choice: optical
or radio telescopes?
Explain your decision.
SAMs Astrophysics Q
Angular resolution activity
Use the concept of
minimum angular
resolution.
Discussion and definition of the
Rayleigh Criterion.
Minimum angular
resolution of telescope.
Rayleigh criterion,
θ≈λ/D
Collecting power is
proportional to
diameter2.
Solve problems using
the Rayleigh criterion
Students should be
familiar with the rad as
the unit of angle.
Use the concept of
collecting power being
proportional to
diameter2 .
Comparison of the eye
θ≈λ/D .
Students complete the angular
resolution activity.
Students research CCDs and the term
quantum efficiency. Discussion to
compare CCDs and the eye in terms of
quantum efficiency, resolution, and
convenience of use.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
CCD simulator from
University of Nebraska
63 of 136
and CCD as detectors
in terms of quantum
efficiency, resolution,
and convenience of
use.
No knowledge of the
structure of the CCD is
required.
Use the rad to solve
problems.
Compare the eye and
CCD in terms of
quantum efficiency,
resolution, and
convenience of use.
understanding of angular resolution and
the Rayleigh Criterion.
MS 4.7 Understand the relationship
between degrees and radians and
translate from one to the other when
solving angular resolution problems.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
64 of 136
3.9.2 Classification of Stars
3.9.2.1 – 3.9.2.2 Classification by luminosity and Absolute magnitude, M
Prior knowledge: Radians. Diffraction.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Apparent magnitude, m.
1 week
Understand and
describe the concept
of apparent
magnitude, the
Hipparcos scale and
the relation to
brightness.
From an image of the stars students
design a system for rating brightness.
Discussion of apparent magnitude and
Hipparcos scale.
Exampro
Rich Question:
QAW03.5.05
How can we measure the
distance to a star?
The Hipparcos scale.
Dimmest visible stars
have a magnitude of 6.
Relation between
brightness and apparent
magnitude. Difference
of 1 on magnitude scale
is equal to an intensity
ratio of 2.51.
Brightness is a
subjective scale of
measurement.
Appreciate that a
difference of 1 on the
magnitude scale is
equal to an intensity
of 2.56
Understand that
brightness is
subjective.
Parsec and light year.
Definition of M , relation
to m :
Define the parsec and
light year and
absolute magnitude.
Discussion of the scale of the universe
and the need for light years and
parsecs to measure immense
distances. The YouTube clip Powers of
Ten is used to support this discussion.
Define the light year and parsec.
Students complete Constellations and
Stellar Distances from Real World
Learning Objects.
YouTube clip : Powers of
Ten
Real World Learning
Objects : Constellations
and Stellar distances
Parallax and
apparent/absolute
magnitude activities from
Victoria Museum.
Discussion and definition of absolute
magnitude supported by resource and
questions from Victoria Museum
(Activity 16).
Solve problems using
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
65 of 136
𝑚 – 𝑀 = 5 𝑙𝑜𝑔
𝑑
10
the relationship
𝑚 – 𝑀 = 5 𝑙𝑜𝑔
Rehearsal of calculations using past
paper questions.
𝑑
10
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of apparent and absolute
magnitude.
MS 0.5: Use calculators to find and use
power and logarithmic functions when
calculating astronomical distances and
absolute magnitude.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
66 of 136
3.9.2.3 – 3.9.2.4 Classification by temperature, black-body radiation and Principles of the use of stellar spectral classes
Prior knowledge: Power, energy levels and spectra,
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Stefan’s law and Wien’s
displacement law.
1 week
Recognise and use
Stefan’s law and
Wien’s law.
Demonstration: filament bulb with
increasing current. Students note the
sequence of colour changes that occur
in the visible light. Discussion of how
these observations can be explained
using Wien’s law and extension to
finding the temperature of stars.
Exampro
Rich Question:
QAW05.5.03
QAW03.5.04
How do we measure the
temperature of a star?
SAMs Astrophysics Q2
Antonine Education
tutorial on classification of
stars
General shape of blackbody curves, use of
Wien’s displacement
law to estimate blackbody temperature of
sources.
Experimental
verification is not
required.
λmaxT = constant =
2.9 × 10−3 m K
Assumption that a star
is a black body.
Inverse square law,
assumptions in its
application.
Use of Stefan’s law to
compare the power
output, temperature and
Sketch black-body
curves for bodies at
different
temperatures.
Interpret black-body
curves to estimate
temperatures using
Wien’s law.
Appreciate the
reasons why a star
can be considered as
a black body.
Use of the inverse
square law and
understanding of the
assumptions in its
use.
Students work through the Antonine
Education tutorial on classification of
stars.
Students learn the mnemonic for
remembering the classes ‘Oh be a fine
girl kiss me’. Students learn the intrinsic
colour, temperature and prominent
absorption lines of the main classes.
They create teaching resources, for
example closing exercises; the group
can share and practise.
Rehearsal of examination style
questions.
Skills developed by learning
activities:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
67 of 136
size of stars.
P = σAT4
Description of the main
spectral classes:
OBAFGKM
Temperature related to
absorption spectra
limited to Hydrogen
Balmer absorption lines:
requirement for atoms
in an n = 2 state.
Describe using
qualitative and
quantitative
arguments how
Stefan’s law can be
used to compare the
power output,
temperature and size
of stars.
AO1: Demonstrate knowledge and
understanding of Wien’s and Stefan’s
laws.
AO2 - Apply knowledge and
understanding of energy level diagrams
to explain and interpret absorption
spectra.
Recall the main
classes of stars
including intrinsic
colour, temperature
and prominent
absorption lines.
Describe how
temperature is related
to absorption spectra
(Hydrogen Balmer)
and appreciate the
requirement for atoms
in an n = 2 state.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
68 of 136
3.9.2.5 The Hertzsprung-Russell (HR) diagram
Prior knowledge: Life cycle of stars. Absolute magnitude. Spectral classes.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
General shape: main
sequence, dwarfs and
giants.
0.5 weeks
Sketch and label the
Hertzsprung-Russell
diagram including
values on the axes
and positions of main
sequence, dwarfs and
giants.
Introduction and discussion of HR
diagram using European Space Agency
clip.
Exampro
Rich Question:
QSP.5A.04
QAS04.5.04
The Hertzsprung-Russell
diagram can be thought of
as the periodic table of
the stars. In what ways is
this true?
Axis scales range from
–10 to +15 (absolute
magnitude) and 50000
K to 2500 K
(temperature) or
OBAFGKM (spectral
class).
Students should be
familiar with the position
of the Sun on the HR
diagram.
Stellar evolution: path of
a star similar to our Sun
on the HR diagram from
formation to white
dwarf.
Extension
Recall the position of
the sun on the HR
diagram.
Describe and explain
the position of a star
on the HR diagram
from formation to
white dwarf.
Students construct an HR diagram from
star data. For example the activity from
Meridian Schools.
Discuss the position of a star on the
HSD as it moves through its life cycle.
Consolidate learning with pin the star
on the HR diagram game. Give
students cards with information about
stars. They must pin the star on a large
HR diagram image (from a projector for
example).
Constructing a
Hertzsprung-Russell
diagram
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the HSD
Students estimate the age of a star
cluster by plotting the colour and
brightness of stars within it. Activity
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
European Space agency
HR diagram clip
Jewel Box activity from
National Optical
Astronomy Observatory
69 of 136
from the National Optical Astronomy
Observatory.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
70 of 136
3.9.2.6 Supernovae, neutron stars and black holes
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Defining properties:
rapid increase in
absolute magnitude of
supernovae;
composition and density
of neutron stars; escape
velocity > c for black
holes.
0.5 weeks
Recall and describe
the defining properties
of supernovae,
neutron stars and
black holes.
Within the structure of the learning
outcomes students research one or
more of supernovae, neutron stars and
black holes.
Exam pro
Rich Question:
QAW05.5.05
QAS03.5.05
What is the future of our
sun? How is it different to
that of a super massive
star like Rigel or
Betelgeuse?
Gamma ray bursts due
to the collapse of
supergiant stars to form
neutron stars or black
holes.
Comparison of energy
output with total energy
output of the Sun.
Use of type 1a
supernovae as standard
candles to determine
distances.
Controversy concerning
accelerating Universe
and dark energy.
Students should be
Recall and describe
the origin of gamma
ray bursts.
Describe the use of
type 1a supernovae
as standard candles
to determine distance.
Appreciate and
describe the
controversy
concerning
accelerating Universe
and dark energy.
Students create questions and
solutions based on the learning
outcomes for their chosen research
area.
SAMs Astrophysics Q3
Students present research and
questions for peer assessment.
Students select the best work for a
booklet that is reproduced and
distributed.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of supernovae, neutrons
stars and black holes.
Sketch the light curve
for a typical type 1a
supernovae.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
71 of 136
familiar with the light
curve of typical type 1a
supernovae.
Supermassive black
holes at the centre of
galaxies.
Calculation of the radius
of the event horizon for
a black hole,
Schwarzschild radius
(Rs),
𝑅s ≈
Recall that
supermassive black
holes may be found at
the centre of galaxies.
Use the Schwarzchild
equation to calculate
the radius of the event
horizon for a black
hole.
2GM
c2
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
72 of 136
3.9.3 Cosmology
3.9.3.1 – 3.9.3.2 Doppler effect and Hubble’s law
Learning objective/
Δ𝑓
𝛥𝜆
𝑣
𝑧 =
=–
=
𝑓
𝜆
𝑐
for v ≪ c applied to
optical and radio
frequencies.
Calculations on binary
stars viewed in the
plane of orbit.
Galaxies and quasars.
Red shift v = Hd
.
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
0.5 week
Understand and
describe the Doppler
effect.
Demonstration of Doppler effect using
Doppler ball. European Space Agency
video.
Exampro
Rich Question:
QSP.5A.05
QAW04.5.05
Did the universe really
begin with a Big Bang?
Use the Doppler
effect equations to
carry out calculations.
Practise of questions from IOP
including for a binary system.
Demonstration of expansion of universe
using dots on a balloon.
Students model the Hubble law with
pieces of elastic (from IOP).
Discussion of how Hubble constant
leads to an estimation of the age of the
universe.
Simple interpretation as
expansion of universe;
estimation of age of
universe, assuming H is
constant.
Students view video Stephen
Hawking’s Universe - The Big Bang.
Take notes on the evidence for the Big
Bang in preparation for creating a piece
of extended writing on this topic area.
Qualitative treatment of
Big Bang theory
including evidence from
cosmological
Skills developed by learning
activities:
Practise of questions from
IOP including for a binary
system.
Modelling the Hubble law
with elastic from the IOP.
Stephens Hawking’s
Universe – The Big Bang.
AO1: Demonstrate knowledge and
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Doppler Effect video from
the European Space
Agency
73 of 136
microwave background
radiation, and relative
abundance of hydrogen
and helium.
understanding of the evidence for the
Big Bang.
MS 1.4 :Make order of magnitude
calculations when calculating distances
or speeds of galaxies using the Hubble
Law.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
74 of 136
3.9.3.3 – 3.9.3.4 Quasars and Detection of exoplanets
Prior knowledge: Doppler effect. Red shift.
Learning objective/
Time
taken
Quasars as the most
distant measurable
objects.
0.5 weeks
Discovery of quasars as
bright radio sources.
Quasars show large
optical red shifts;
estimation involving
distance and power
output.
Formation of quasars
from active
supermassive black
holes.
Difficulties in the direct
detection of exoplanets.
Detection techniques
will be limited to
variation in Doppler shift
(Radial velocity method)
and the transit method.
Learning Outcome
.
Describe the nature,
discovery and
formation of Quasars.
Understand the
difficulties in detecting
exoplanets and
describe detection
techniques limited to
variation in Doppler
shift (Radial velocity
method) and the
transit method.
Sketch and interpret
typical light curves.
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Students watch lecture from Professor
Carolin Crawford on quasars. Draw out
through discussion the required
learning outcomes.
Exampro
Rich Question:
QAS04.5.05
How might it be possible
to locate planets around
stars other than the sun?
Exoplanet starter: Students watch
Spaces 10 most amazing planets from
Hybrid Librarian.
Students watch the video clip
Exoplanets explained. Discussion of the
difficulties in detecting exoplanets.
Students completing the Agent
Exoplanet activity from Cardiff
University.
Skill developed by learning
activities:
Space’s 10 most amazing
planets video clip
Exoplanets Explained
video clip.
Agent Exoplanet from
Cardiff University.
AO1: Demonstrate knowledge and
understanding of the detection of
exoplanets.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Professor Carolin
Crawford lecture on
quasars.
75 of 136
Typical light curve.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
76 of 136
3.10 Medical physics
3.10.1 Physics of the eye
3.10.1.1 – 3.10.1.2 Physics of vision and Defects of vision and their correction using lenses
Prior knowledge: Refraction, ray diagrams and behaviour of converging and diverging lenses.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
The eye as an optical
refracting system,
including ray diagrams
of image formation.
1 week
Describe the role of
refraction in the eye.
Discussion and research of the
anatomy of the eye as a refracting
system.
Exampro
Rich Question:
QS125B01
QS13.5B.01
What are the similarities
and differences between
the eye and a digital
camera?
Sensitivity of the eye;
spectral response as a
photodetector.
Spatial resolution of the
eye; explanation in
terms of the behaviour
of rods and cones.
Properties of
converging and
diverging lenses;
principal focus, focal
length and power,
𝑃 =
1
𝑓
Draw ray diagrams to
show image
formation.
Describe the
sensitivity of the eye
and spectral
response.
Explain the spatial
resolution of the eye
in terms of the
behaviour and cones.
Recall the properties
of converging and
diverging lenses and
Students investigate converging and
diverging lenses using software or real
lenses.
SAMs Medical Physics Q1
Students investigate the response of
the eye in different levels of light and
spatial resolution. Students should try
an eye test or complete a resolving
power activity to support this learning.
Colour perception test and colour
blindness discussion.
Model eye to demonstrate behaviour of
the eye and corrections to defects using
flask.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Animated eye from
kscience.co.uk
Geometric optics
simulator from PHET.
The lens formula
investigation from the
Nuffield Foundation.
Resolving Power of the
eye activity.
77 of 136
𝑣
𝑚 =
𝑢
1
𝑓
1 1
= +
𝑢 𝑣
Myopia, hypermetropia,
astigmatism.
Ray diagrams and
calculations of powers
(in dioptres) of
correcting lenses for
myopia and
hypermetropia.
The format of
prescriptions for
astigmatism.
sketch ray diagrams
to show how light
passes through.
Students produce a piece of extended
writing on eye defects and their
correction.
Recall and use the
terms principal focus,
focal length and
power.
Rehearsal of examination questions.
Use the equations
AO2: Apply knowledge and
understanding of lenses to explain the
correction of defects in the eye.
𝑃 =
1
𝑓
𝑚 =
𝑣
𝑢
1
𝑓
Model eye demonstration
with flask from Nuffield
Foundation.
Skill developed by learning
activities:
1 1
= +
𝑢 𝑣
to solve problems
related to lenses.
Understand and
describe myopia,
hypermetropia and
astigmatism.
Draw ray diagrams
and carry out
calculations related to
power of correcting
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
78 of 136
lenses.
Know that the
prescription for
astigmatism includes
a power and axis
angle.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
79 of 136
3.10.2 Physics of the ear
3.10.2.1 – 3.10.2.3 Ear as a sound detection system and Sensitivity and frequency response, and Defects of hearing
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Simple structure of the
ear, transmission
processes.
0.5 weeks
Describe the structure
of the ear and
process of sound
transmission.
Demonstration and discussion of the
ear using a model or interactive
simulation such as that provided by
Amplifon.
Exampro
Rich Question:
QS13.5B.02
QSP.5B.03
Describe the
production and
interpretation equal
loudness curves.
Range of hearing demonstration and
discussion of production of equal
loudness curves. Students should
follow this up with the Equal Loudness
activity from the University of New
South Wales.
SAMs Medical Physics Q 2
Why might the ear be
most sensitive around the
3 KHz? How would our
hearing experience be
different if our hearing
was equally sensitive
across its entire range?
Production and
interpretation of equal
loudness curves.
Human perception of
relative intensity levels
and the need for a
logarithmic scale to
reflect this.
Definition of intensity.
Intensity level
𝐼
= 10 log
𝐼0
where the threshold of
hearing
I0 = 1 × 10−12 W m−2
Discussion of need for logarithmic scale
to reflect perception of relative intensity,
the use of dB and dBA scales and
rehearsal of calculations.
Equal loudness curves
activity from the University
of New South Wales
Students research the effect of
excessive noise and age on the ear
including effect on equal loudness
curves to produce a piece of extended
writing. Peer assessment of work.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Interactive ear by
Amplifon
80 of 136
Measurement of sound
intensity levels and the
use of dB and dBA
scales; relative intensity
levels of sounds.
Skills developed by learning
activities:
The effect on equal
loudness curves and
the changes
experienced in terms of
hearing loss due to
injury resulting from
exposure to excessive
noise or deterioration
with age (excluding
physiological changes).
MS 0.5: Use calculators to find and use
logarithmic functions when calculating
the intensity of sound.
AO1: Demonstrate knowledge and
understanding of structure of the ear.
MS 2.5: Use logarithms in relation to
quantities that range over several
orders of magnitude when explaining
the response of the ear.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
81 of 136
3.10.3 Biological measurement
3.10.3.1 Simple ECG machines and the normal ECG waveform
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Principles of operation
for obtaining the ECG
waveform; explanation
of the characteristic
shape of a normal ECG
waveform.
0.5 weeks
Describe the principle
of operation for
obtaining the ECG
waveform.
Students research ECGs or view the
video clip from Interactive Biology.
Discuss and make notes.
Exam pro
QS11.5B.04
QSP.5B.02
Video clip from Interactive
Biology
Explain the shape of a
normal ECG
waveform.
Students should rehearse labelling and
explaining the normal ECG waveform.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the ECG waveform.
Extension
Students train themselves to read
ECGs using Practical Clinical Skills
online tutorials.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Practical Clinical Skills
online tutorials
82 of 136
3.10.4 Non-ionising imaging
3.10.4.1 Ultrasound imaging
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Reflection and
transmission
characteristics of sound
waves at tissue
boundaries, acoustic
impedance, Z, and
attenuation.
0.5 weeks
Understand and
describe the reflection
and transmission
characteristics of
sound waves at tissue
boundaries including
acoustic impedance,
Z, and attenuation.
Students watch the introductory video
on Ultrasound scanning from the IOP.
Exampro
Introductory video from
IOP on Ultrasound
scanning
Advantages and
disadvantages of
ultrasound imaging in
comparison with
alternatives including
safety issues and
resolution.
Piezoelectric devices.
Principles of generation
and detection of
ultrasound pulses.
A-scans and B-scans.
Examples of
applications.
Recall and compare
the advantages and
disadvantages of
ultrasound imaging to
alternatives including
safety and resolution
arguments.
Describe the
principles by which
piezoelectric devices
generate and detect
ultrasound pulses.
Describe A-scans and
Discussion and notes on reflection and
transmission characteristics, acoustic
impedance and attenuation.
QS13.5B.03
QS125B04
Advantages and disadvantages can be
left until other forms of imaging have
been covered.
Students make a simple piezoelectric
demonstration as explained by the
Creative Learning Centre.
Discussion and notes on principles
behind piezoelectric devices and the
generation and detection of ultrasound
pulses.
Students research and prepare notes
on A-scans and B-scans including
applications. These are peer assessed
and collated in the group to form a
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Piezo electric
demonstration from the
Creative Science Centre
and supporting video
83 of 136
Use of the equations
Z = ρ c and It / Ii
= [(Z2 − Z1) /( Z2 +
Z1)]2
B-scans and
examples of
application.
revision pack. Students create
questions on the contents for a group
test.
Use the equations
Rehearsal of calculations using past
examination papers.
Z = ρ c and It / Ii
= [(Z2 − Z1) /( Z2 +
Z1)]2
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of Ultrasound scanning
including A-scans and B-scans.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
84 of 136
3.10.4.2 – 3.10.4.3 Fibre Optics and endoscopy, and Magnetic resonance (MR) scanner
Prior knowledge: Refraction. Refractive index. Coherency.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Properties of fibre optics
and applications in
medical physics;
including total internal
reflection at the core–
cladding interface.
1 week
Recall and describe
properties and
applications of optic
fibres in medical
physics including
calculations on total
internal reflection at
core-cladding
interface.
Demonstration and discussion of total
internal reflection and optic fibre. Fibre
optic video from the engineer guy.
Exampro
Rich Question:
QAS04.6.05
QS10.5B.04
What happens to you
when you undergo an MR
scan?
Physical principles of
the optical system of a
flexible endoscope; the
use of coherent and
non-coherent fibre
bundles; examples of
use for internal imaging
and related advantages.
Basic principles of MR
scanner:
• cross-section of
patient scanned using
magnetic fields
• protons initially
aligned with spins
parallel
• spinning hydrogen
nuclei (protons)
Understand the
physical principles of
the optical system of
a flexible endoscope.
Recall and describe
use for internal
imaging and related
advantages.
Recall and describe
the basic principles of
the MR scanner as
detailed in the
learning objectives.
Students use Inside story from IOP to
perform a virtual colonoscopy.
Watch video clip explaining MR
scanner from Lightbox Radiology
Education.
Discussion and use of MR scanner
resources and activities from IOP.
Inside story Colonoscopy
from the IOP
Candidates create card sorts to explain
how MR scanner works.
How MR scanners work
from Lightbox Radiology
Education
Skill developed by learning
activities:
MR scanner resources
from IOP
AO1: Demonstrate knowledge and
understanding of Endoscopy and MR
scanning.
MR Scanner simulaton
from PHET
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Fibre optic video from the
engineerguy
85 of 136
•
•
•
•
precess about the
magnetic field lines of
a superconducting
magnet
'gradient' field coils
used to scan crosssection, causing
excitation and change
of spin state in
successive small
regions
protons excited during
the scan emit radio
frequency (RF) signals
as they de-excite
RF signals detected
and the resulting
signals are processed
by a computer to
produce a visual
image.
Students will not be
asked about the
production of magnetic
fields used in an MR
scanner, or about deexcitation relaxation
times.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
86 of 136
3.10.5 X-ray imaging
3.10.5.1 – 3.10.5.2 The physics of diagnostic X-rays and Image detection and enhancement
Prior knowledge: Photons. Spectra. Fluorescence.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Physical principles of
the production of Xrays; maximum photon
energy, energy
spectrum; continuous
spectrum and
characteristic spectrum.
1 week
Describe and
understand the
physical principles of
the production of Xrays including
maximum photon
energy, energy
spectrum, continuous
spectrum and
characteristics
spectrum.
The basics of X-rays are introduced
using the IOP X-ray imaging resources.
Exampro
Rich Question:
QAS03.6.05
QAW03.6.05
How is an x-ray image
produced?
Rotating-anode X-ray
tube; methods of
controlling the beam
intensity, the photon
energy, the image
sharpness and contrast,
and the patient dose.
Flat panel (FTP)
detector including X-ray
scintillator, photodiode
pixels, electronic
scanning.
Advantages of FTP
detector compared with
photographic detection.
Describe and
understand the
Rotating-anode X-ray
tube including
methods of controlling
the beam intensity,
the photon energy,
the image sharpness
and contrast, and the
patient dose.
Describe and
understand FTP
Students view the How X-ray tubes
work video clip by Maido Merisalu.
Students made an information
sheet/poster covering the learning
outcomes for X-ray tubes.
Students study the patient information
on contrast materials provided by
Radiologyinfo.org. They write a short
fact sheet to explain to a patient the
principles of how this technique works.
How X-ray tubes work
video clip by Maido
Merisalu
Radiologyinfo.org –
contrast materials.
Discussion of Upstate Medical
University notes on Image Intensifiers
leading to notes on learning objectives
for FTP, intensifying screen and
fluoroscopic mage intensification.
Rehearsal of examination questions.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
IOP X-ray imaging
87 of 136
Contrast enhancement;
use of X-ray opaque
material as illustrated by
the barium meal
technique.
Photographic detection
with intensifying screen
and fluoroscopic image
intensification; reasons
for using these.
detectors including Xray scintillator,
photodiode pixels,
electronic scanning.
Advantages of FTP
detector compared
with photographic
detection.
Skill developed by learning
activities:
AO2: Apply knowledge and
understanding of photons in the
production and detection of X-rays.
Describe and
understand contrast
enhancement and
photographic
detection.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
88 of 136
3.10.5.3 – 3.10.5.4 Absorption of X-rays and CT scanner
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Exponential attenuation.
0.5 weeks
Use and understand
the terms exponential
attenuation, linear
coefficient, mass
attenuation coefficient
and half-thickness.
Discussion of the terms exponential
attenuation, linear coefficient, mass
attenuation coefficient and halfthickness.
Exampro
Rich Question:
QS125B05
QAW04.6.05
QAW05.6.05
How is a CT scan
different to a standard Xray image?
Linear coefficient μ ,
mass attenuation
coefficient μm , halfvalue thickness
−μx
I = I0 e
μm=μ/ρ
Differential tissue
absorption of X-rays
excluding details of the
absorption processes.
Basic principles of CT
scanner:
• movement of X-ray
tube
• narrow,
monochromatic X-ray
beam
• array of detectors
• computer used to
process the signals
and produce a visual
image.
Solve problems using
the equations
I = I0 e−μx and
μm=μ/ρ
Describe and
understand differential
tissue absorption of
X-rays.
Recall and describe
the basic principles of
the CT scanner
including comparison
to other imaging
techniques as
detailed in the
learning objectives.
Rehearsal of problem solving using
Antonine Education problems.
Students view the video on the history
of CT scanning from Dr Klioze.
Discussion and note taking on the key
points defined by the learning
outcomes.
Antonine Education X-ray
resources and example
problems.
History of CT scanning
video from Dr Klioze.
Skill developed by learning
activities:
MS 0.5 Use calculators to find and use
power, exponential and logarithmic
functions when solving exponential
attenuation problems.
Comparisons will be
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
89 of 136
limited to advantages
and disadvantages of
image resolution, cost
and safety issues.
Students will not be
asked about the
construction or
operation of the
detectors.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
90 of 136
3.10.6 Radionuclide imaging and therapy
3.10.6.1 – 3.10.6.6 Imaging techniques, Half-life, Gamma camera, Use of high energy X-rays, Use of radioactive implants and Imaging
comparisons
Prior knowledge: Gamma rays. Half-life. Anti-matter. Annihilation. Positrons.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Use of a gammaemitting radioisotope as
a tracer; technetium99m, iodine-131 and
indium-111 and their
relevant properties.
1 week
Describe the use of
isotopes as tracers
including technetium99m, iodine-131 and
indium-111 and their
relevant properties:
the radiation emitted,
the half-life, the
energy of the gamma
radiation, the ability
for it to be labelled
with a compound with
an affinity for a
particular organ.
Students research use of gamma
emitting radioisotopes and their
properties technetium-99m, iodine-131
and indium-111. Group discussion of
findings.
SAMs Medical Physics Q3
Rich Question:
The properties should
include the radiation
emitted, the half-life, the
energy of the gamma
radiation, the ability for
it to be labelled with a
compound with an
affinity for a particular
organ.
The MolybdenumTechnetium generator,
its basic use and
importance.
Describe the use of
the MolybdenumTechnetium generator
and its importance.
Describe the basics of
PET scans.
PET scans.
Discussion of the gamma camera using
the IOP resources.
Students view YouTube clip showing
Molybdenum-Technetium generator
and gamma camera / photomultiplier
tube. Discussion and notes on learning
outcomes.
Students view the video clip by NIBIB to
understand the basics of PET scans.
Discussion of Physical, biological and
effective half-lives leading to
Understand and
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
What is the best way to
treat a cancer tumour?
Gamma camera
resources from the IOP
YouTube clip :
Molybdenum-Technetium
generator and gamma
camera / photomultiplier
tube
How a PET scan works by
NIBIB
Hyperphysics table of
half-life data.
External and internal
91 of 136
Physical, biological and
effective half-lives;
1
𝑇𝐸
=
1
𝑇𝐵
+
1
define the terms
physical, biological
and effective halflives.
𝑇𝑃
definitions of each term.
Basic structure and
workings of a
photomultiplier tube and
gamma camera.
External treatment
using high-energy Xrays. Methods used to
limit exposure to healthy
cells.
Internal treatment using
beta emitting implants.
Students will be
required to make
comparisons between
imaging techniques.
Questions will be limited
to consideration of
image resolution,
convenience and safety
issues.
Solve problems using
the equation. 1 / TE
= 1TB+ 1/TP
Describe and
understand the basic
structure and
workings of a
photomultiplier tube
and gamma camera.
Describe external
treatment using highenergy X-rays
(including methods to
limit exposure to
healthy cells) and
internal treatment
using beta emitting
implants.
Recall different
imaging techniques
and compare them in
terms of: image
resolution,
convenience and
safety issues.
1
𝑇𝐸
=
1
𝑇𝐵
+
1
𝑇𝑃
treatments videoclip from
Cancer Quest
and definitions of each term. From data
tables students should rehearse
suitable calculations, for example, a
closing exercise from the table provided
by Hyperphysics.
Students view the video clip from
Cancerquest to understand external
and internal treatments. Note that topic
should be introduced with sensitivity.
Students construct a poster or
information sheet comparing imaging
techniques in terms of: image
resolution, convenience and safety
issues.
Skill developed by learning
activities:
AO2: Apply knowledge and
understanding of half-life to explain and
calculate effective half-life.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
92 of 136
3.11 Engineering physics
3.11.1 Rotational dynamics
3.11.1.1 – 3.11.1.2 Concept of moment of inertia and Rotational kinetic energy
Prior knowledge: Circular motion.
Learning objective
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
I = mr2 for a point
mass. I = Σmr2 for an
1 week
Recall, understand
and use the equations
Discuss the meaning of point and
extended objects. Students give
examples.
Lexapro
Rich Question:
QSP.4A.06
QBS04.4.02
Is a spoked or a solid
wheel better for a racing
bike?
extended object.
Qualitative knowledge
of the factors that affect
the moment of inertia of
a rotating object.
Expressions for moment
of inertia will be given
where necessary.
1
𝐸𝑘 = 𝐼2
2
Factors affecting the
energy storage capacity
of a flywheel.
Use of flywheels in
I = mr2 and I = Σmr2
Apply knowledge of
moment of inertia to
explain the factors
that affect the
moment of inertia of a
rotating object.
Recall and use
equation
1
𝐸𝑘 = 𝐼2
2
Apply understanding
of moment of inertia
Discuss moment of inertia as the
angular equivalent of mass. Moment of
Inertia demonstration with ruler and
moment of inertia racing.
Student experiment: find the moment of
inertia of a flywheel from
schoolphysics.co.uk.
Moment of inertia racing
Students research the use of flywheels
in machines to store energy. Write a
short report for peer assessment.
Skills developed by learning
activities:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Student experiment :
Moment of Inertia of
flywheel from school
physics.co.uk
93 of 136
machines.
Use of flywheels for
smoothing torque and
speed, and for storing
energy in vehicles, and
in machines used for
production processes.
Extension
to explain the factors
that affect the energy
storage capacity of a
flywheel.
Describe the use of
flywheels in
machines.
AO1: Demonstrate knowledge and
understanding of moment of inertia.
AO2 - Apply knowledge and
understanding of moment of inertia to
explain the design of rotating objects.
Student experiment: find the moment of
inertia of a flywheel.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
94 of 136
3.11.1.3 – 3.11.1.6 Rotational motion, Torque and angular acceleration, Angular momentum, and Work and power
Prior knowledge: Equations of uniform motion, circular motion, torque, momentum, impulse
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Angular displacement,
angular speed, angular
velocity, angular
acceleration.
2 weeks
Recall and use the
terms: Angular
displacement, angular
speed, angular
velocity, and angular
acceleration.
Using an inspection method student’s
use their knowledge of the equations of
linear motion to find the equations of
rotational motion.
Exampro
Rich Questions
QS13.5C.02
QS10.5C.01
QAS03.7.03
Try and spin yourself on a
swivel chair without
touching the ground (or
another object). Why is
this so difficult?
ω=Δθ/Δt,
α=Δω/Δt
Representation by
graphical methods of
uniform and nonuniform angular
acceleration.
Equations for uniform
angular acceleration.
2 = 1 + 𝛼 𝑡
2 2 = 1 2 + 2𝛼𝜃
1
𝜃 = 1 𝑡 + 𝛼𝑡 2
2
1
𝜃 = (𝜔1 + 𝜔2 ) 𝑡
2
Use the equations of
rotational motion to
solve problems.
Appreciate the
analogy between
rotational and
translational
dynamics.
Understand and use
the terms torque and
angular momentum.
Solve problems using
the equations T = F
×r
T = Iα and angular
momentum = Iω
Describe objects that are
undergoing uniform and nonuniform angular acceleration and
ask students to sketch graphs to
represent this e.g. whirl an object
attached to a string around a stick
and allow the string to wind up;
motion of a particle in a cyclotron;
SAMs Engineering Physics
Q1
Video of conservation of
angular momentum from
the table top explainer
spiral coin collector
Demonstration of angular acceleration
with a flywheel.
Bang goes the theory
angular momentum
Rehearsal of problem solving using
questions.
Demonstration of angular momentum
and conservation of angular momentum
on rotating chair/platform/playground
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Demonstrations of
conservation of angular
momentum from sfu
95 of 136
Students should be
aware of the analogy
between rotational and
translational dynamics.
T=F×r
T = Iα
angular momentum =
Iω
Conservation of angular
momentum.
Angular impulse =
change in angular
momentum; T Δ t = Δ
Iω where T is constant.
Understand and use
the concept of
conservation of
angular momentum to
solve problems.
roundabout from sfu.
Understand and use
the concept Angular
impulse = change in
angular momentum.
Rehearsal of problem solving using
exam pro questions.
Use the equations
W = Tθ ; P = Tω to
Discussion of frictional torque in
rotating machinery.
Skills developed by learning
activities:
solve problems.
AO1: Demonstrate knowledge and
understanding of moment of inertia.
Use the idea of
frictional torque when
solving problems.
AO2 - Apply knowledge and
understanding of moment of inertia to
explain the design of rotating objects.
Applications may
include examples from
sport.
W = Tθ ; P = Tω
Awareness that
frictional torque has to
be taken into account in
rotating machinery.
Extension
Students investigate and then explain
how a clutch works.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
96 of 136
3.11.2 Thermodynamics and engines
3.11.2.1 – 3.11.2.3 First law of thermodynamics, Non-flow processes, and the p-V diagram
Prior knowledge: Conservation of energy, Work, Gas Laws.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Quantitative treatment
of first law of
thermodynamics,
1 week
Understand and apply
the first law of
thermodynamics
equation including
use of the equation.
Exampro
Fire piston video clip
QAS06.7.04
QS125C01
QS11.5C.03
Demonstrations of 1st Law
from IOP
Q=ΔU+W
Discuss simple examples of the
application of the first law e.g. fire
piston, bicycle pump, further examples
of demonstrations can be found on the
IOP website. Students to write first Law
equations paying particular attention to
sign conventions.
Describe isothermal,
adiabatic, constant
volume and constant
pressure changes.
Interpret p-V graphs
of these changes.
Discuss the use of p-V diagrams to
represent a cycle of changes in a
graph. Students to interpret graphs
identifying where isothermal, adiabatic,
constant pressure and constant volume
changes occur.
Solve problems using
the equations:
Case study of the Stirling Engine:
students research the Stirling Engine
and produce a report including p-V
diagrams to show the cycle of changes
the gas inside goes through and how to
calculate work done during each cycle.
Q=ΔU+W
where Q is energy
transferred to the
system by heating, Δ U
is increase in internal
energy and W is work
done by the system.
Applications of first law
of thermodynamics.
Isothermal, adiabatic,
constant pressure and
constant volume
changes.
pV = nRT
pV = nRT
pV γ = constant
pV = constant
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Animated Engines :
Stirling Engine
myfordboy stirling engine
97 of 136
adiabatic change :
W = pΔV
pV γ = constant
isothermal change :
pV
= constant
at constant pressure
W
= pΔV
Application of first law of
thermodynamics to the
above processes.
Representation of
processes on p–V
diagram.
Appreciate that the
area under a p-V
graph is equal to the
work done and find
this quantity including
for cyclic processes.
Rehearsal of solving problems using
past examination questions.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of isothermal, adiabatic,
constant volume and constant pressure
changes.
MS 3.8 - Understand the physical
significance of the area between a
curve and the x axis for a p-V graph as
work done and be able to calculate it or
estimate it by graphical methods as
appropriate.
Estimation of work done
in terms of area below
the graph.
Extension to cyclic
processes: work done
per cycle = area of
loop
Expressions for work
done are not required
except for the constant
pressure case, W = p
ΔV.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
98 of 136
Extension
With support students build a Stirling
Engine using plans such as those
provided by myfordboy
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
99 of 136
3.11.2.4 Engine cycles
Prior knowledge: Conservation of energy, efficiency, indicator diagrams.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Understanding of a fourstroke petrol engine
cycle and a diesel
engine cycle, and of the
corresponding indicator
diagrams.
1 week
Describe and
understand the fourstroke petrol engine
cycle and a diesel
engine cycle, and
sketch the
corresponding
indicator diagrams.
Students use the internet to research
four-stroke petrol engine cycle and a
diesel engine cycle. Students peer
assess work.
Exampro
Rich Question:
QS13.5C.03
QS125C04
QS10.5C.05
What are the advantages
and disadvantages of
petrol and diesel engines?
Comparison with the
theoretical diagrams for
these cycles; use of
indicator diagrams for
predicting and
measuring power and
efficiency.
input power = calorific
value × fuel flow rate
Describe and explain
the differences
between the real and
theoretical diagrams
for these cycles.
Interpret indicator
diagrams to find
power and efficiency.
Indicated power as
(area of p−V loop) ×
(no. of cycles per
second) × (no. of
cylinders)
Use the equations
associated with
engine cycles to solve
problems.
Students rehearse describing the
engine cycle and sketching indicator
diagrams under timed conditions.
SAMs Engineering Physics
Q3
Discussion of differences between
theoretical and actual indicator
diagrams.
Rehearsal of solving problems using
past examination questions.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the four-stroke petrol
engine cycle and a diesel engine cycle.
Output or brake power:
AO2 - Apply knowledge and
understanding of indicator diagrams to
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
100 of 136
P = Tω
calculate power and efficiency.
friction power =
indicated power – brake
power
Engine efficiency;
overall, thermal and
mechanical efficiencies.
Overall efficiency =
brake power / input
power
Thermal efficiency =
indicated power / input
power
Mechanical efficiency =
brake power / indicated
power
A knowledge of engine
constructional details is
not required.
Questions may be set
on other cycles, but
they will be
interpretative and all
essential information
will be given.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
101 of 136
3.11.2.5 – 3.11.2.6 Second Law and engines and Reversed heat engines
Prior knowledge: Conservation of energy, Efficiency, First Law of Thermodynamics
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Impossibility of an
engine working only by
the First Law.
1 week
Appreciate how the
first and second law
apply to engines.
Discussion of the application of the first
and second law to heat engines.
Exampro
Rich Question:
QSP.5C.05
QS13.5C.04
In an ideal world what
features would the most
efficient heat engines
have?
Second Law of
Thermodynamics
expressed as the need
for a heat engine to
operate between a
source and a sink.
Efficiency
=
𝑊
𝑄H
=
𝑄H − 𝑄C
𝑄H
maximum theoretical
efficiency
=
𝑇𝐻 − 𝑇𝐶
𝑇𝐻
Reasons for the lower
efficiencies of practical
engines.
Recall and interpret
diagrams to show
heat and reverse heat
engines.
Calculate the efficient
and maximum
theoretical efficiency
of engines.
Understand and
explain why engines
do not achieve
maximum theoretical
efficiencies.
Understand the
meaning of COP
values.
With guidance students derive the
efficiency equation for a heat engine,
heat pump and refrigerator.
SAMs Engineering Physics
Q4
Discussion of maximum theoretical
efficiency, Coefficient of performance
and reasons for energy losses in
practical engines.
Students research a combined heat
and power scheme. They should
explain how it works, the benefits and
attempt to draw a heat flow diagram.
Rehearsal of problems from past
examination papers.
Skill developed by learning
activities:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
102 of 136
Maximising use of W
and QH for example in
combined heat and
power schemes.
Calculate COP values
for reverse heat
engines.
AO2 - Apply knowledge and
understanding to construct and interpret
heat flow diagrams to for heat engines.
Basic principles and
uses of heat pumps and
refrigerators.
A knowledge of
practical heat pumps or
refrigerator cycles and
devices is not required.
Coefficients of
performance:
•
refrigerator
COPref
= QC / w
= QC / (QH – QC) =
TC / (TH – TC)
•
heat pump
COPhp = QH / w
= QH / (QH − QC)
= TH / (TH − TC)
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
103 of 136
3.12 Turning points in physics
3.12.1 The discovery of the electron
3.12.1.1 – 3.12.1.3 Cathode rays, Thermionic emission of electrons and Specific charge of the electron
Prior knowledge: Electric and Magnetic fields and electric potential. Electron energy levels.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Production of cathode
rays in a discharge
tube.
1 week
Describe the
production of cathode
rays in a discharge
tube.
Students view the video clip Cathode
rays and the discovery of the electron
by High Voltage fun.
Exampro
Rich Question:
QAS04.8.04
QS10.5D.01
How do we ‘weigh’ the
electron?
Describe the principle
of thermionic
emission.
Demonstration and discussion of
production of cathode rays in a
discharge tube.
Understand that the
energy of an electron
accelerated through
an electric field
depends on the
potential difference.
Demonstration of electron deflection
tube leading to discussions of
thermionic emission, work done on an
electron as 1/2mv2 = eV and
determination of the specific charge of
an electron.
Calculate the work
done on an
accelerated electron
using: 1/2mv2 = eV
Discussion of the significance of
Thomson’s determination of e/m.
The principle of
thermionic emission.
Work done on an
electron accelerated
through a pd V ;
2
1/2mv = eV
Determination of the
specific charge of an
electron, e/me
, by any one method.
Significance of
Thomson’s
determination of e/me .
.
Comparison with the
Describe how the
Determination of e/m
using balanced fields.
Determination of e/m
animation from McGrawHill
Students calculate the specific charge
of the hydrogen ion and compare to the
value for an electron.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Cathode rays and the
discovery of the electron.
104 of 136
specific charge of the
hydrogen ion.
specific charge of an
electron can be found.
Recall and
understand the
significance of
Thomson’s
determination of e/m
for an electron.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the cathode ray tube.
Compare the specific
charge of an electron
and a hydrogen ion.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
105 of 136
3.12.1.4 Principle of Milikan’s determination of the electronic charge, e
Prior knowledge: Electric fields.
Learning objective/
Time
taken
Learning
Outcome
Learning activity with opportunity to
develop skills
Assessment
opportunities
Resources
Condition for holding a
charged oil droplet, of
charge Q , stationary
between oppositely
charged parallel plates.
0.5
weeks
Understand and
explain the conditions
for holding a charged
oil droplet stationary
in an electric field.
Demonstration and discussion of Milikan
oil drop experiment using McGraw-Hill
animation.
Exampro
Rich Question:
QS11.5D.02
QS13.5D.01
If the charge of an
electron is quantised
what other quantities in
the universe share this
behaviour?
QV / d = mg
Motion of a falling oil
droplet with and
without an electric field;
terminal speed to
determine the mass
and the charge of the
droplet.
Stokes’ Law for the
viscous force on an oil
droplet used to
calculate the droplet
radius.
F = 6πηrυ
Understand and
explain the procedure
and measurements
needed to find the
electronic charge
including use of the
relationships:
QV / d = mg
F = 6πηrυ
Students carry out a simulation of the
Milikan oil drop experiment, for example
the Teachscience.net simulation.
SAMs Turning Points Q 1
Discussion of the significance of the result
of the experiment.
Skill developed by learning activities:
McGraw-Hill animation of
the Milikan Oil drop
experiment
AO3: Analyse, interpret and evaluate
scientific information, ideas and evidence,
to make judgements and reach
conclusions about the quantisation of
charge in the Milikan oil drop experiment.
Teachscience.net Milikan
Oil Drop simulation
Describe and explain
the significance of
Milikan’s results –
quantisation of
electric charge.
Significance of
Millikan’s results.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
106 of 136
Quantisation of electric
charge.
Extension
A discussion of Millikan’s data selection
and the following controversy :
http://www.its.caltech.edu/~dg/MillikanII.pdf
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
107 of 136
3.12.2 Wave-particle duality
3.12.2.1 – 3.12.2.3 Newton’s corpuscular theory of light, Significance of Young’s double slits experiment and Electromagnetic waves
Prior knowledge: Diffraction. Superposition. Interference. Electric fields and Magnetic fields. Basic properties of electromagnetic waves.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Comparison with
Huygens’ wave theory
in general terms.
1 week
Describe and
understand the key
features of Newton’s
corpuscular theory
including explanation
of reflection and
refraction.
Students watch corpuscular theory
video clip. Discussion of the reasons
why this was preferred over Huygen’s
wave theory.
Exampro
Rich Question:
QS13.5D.03
QS125D02
Demonstration of Young’s double slit
experiment or a simulation. Discussion
of production of fringes and why the
corpuscular theory cannot explain
these.
SAMs Turning Points Q3
Is light a wave or a
particle? What evidence
do we have to inform our
decision?
The reasons why
Newton’s theory was
preferred.
Explanation for fringes
in general terms, no
calculations are
expected.
Delayed acceptance of
Huygens’ wave theory
of light.
Nature of
electromagnetic waves.
Maxwell’s formula for
the speed of
electromagnetic waves
in a vacuum,
Comparison of
Huygen’s wave
theory.
Describe and
appreciate the
reasons why
Newton’s theory was
preferred.
Describe the nature of
electromagnetic
waves.
Appreciation that ε0
relates to the electric
field strength due to a
Students view video clips on
electromagnetic waves and their
discovery by Maxwell and Hertz.
Discussion of Maxwell’s formula for the
speed of electromagnetic waves and
significance of the experimental
determination of the speed of radio
waves. Demonstration of standing
waves with microwaves from IOP to
reinforce details of the experiment.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Newton’s corpuscular
theory video clip by
elearning
Double Slit experiment
explained by Jim Al-Khalili
PhET interference
simulation
Discovery of
Electromagnetic waves
video clip
Notes on Hertz
108 of 136
c = 1/√ ε0μ0
where μ o is the
permeability of free
space and ε0 is the
permittivity of free
space.
Students should
appreciate that ε0
relates to the electric
field strength due to a
charged object in free
space and μo relates to
the magnetic flux
density due to a currentcarrying wire in free
space.
Hertz’s discovery of
radio waves including
measurements of the
speed of radio waves.
charged object in free
space and μo relates
to the magnetic flux
density due to a
current-carrying wire
in free space.
Describe and
understand Hertz’s
experiment to show
the existence of and
then measure the
speed of
electromagnetic
waves. Understand
the significance of this
result.
Students view the TED talk fragment
which details Fizeau’s determination of
the speed of light and discuss the
implications of this result at the time.
experiment to find the
speed of radiowaves from
Keelynet
Standing waves with
microwaves from IOP
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the evidence for the
electromagnetic nature of light.
TED talk: Fizeau’s
determination of the
speed of light.
Bang Goes the Theory
finding the speed of light
using a microwave oven.
Describe Fizeau’s
determination of the
speed of light and the
implication of the
result.
Fizeau’s determination
of the speed of light and
its implications.
Extension
Students find the speed of light using a
microwave oven.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
109 of 136
3.12.2.4 The discovery of photoelectricity
Prior knowledge: Electromagnetic waves. Photons. Photoelectric effect. Wave particle duality.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
The ultraviolet
catastrophe and blackbody radiation.
0.5 weeks
Describe the
ultraviolet catastrophe
in terms of black body
radiation.
Demonstration of light from a filament
lamp showing change of colour as it
heats.
Exampro
Rich Question:
QAS06.8.02
Is light a wave or a
particle? How do we
know?
Planck’s interpretation
in terms of quanta.
The failure of classical
wave theory to explain
observations on
photoelectricity.
Einstein’s explanation of
photoelectricity and its
significance in terms of
the nature of
electromagnetic
radiation.
Recall that Planck’s
interpretation using
quanta solved the
ultraviolet
catastrophe.
Understand and
describe Einstein’s
explanation of
photoelectricity and it
significance in
demonstrating particle
properties of
electromagnetic
radiation.
Explain the colour changes using Black
Body Spectrum PHET simulation.
View Brief History of Quantum
Mechanics video and discuss
Ultraviolet Catastrophe and Einstein’s
explanation of photoelectricity.
PHET simulation:
Black Body Spectrum.
Demonstration of Photoelectric effect
and TAP Photoelectric effect resources.
Video Resource from
Science Channel : A Brief
History of Quantum
Mechanics
Students create a summary sheet
describing the wave and particle
models of electromagnetic radiation
and the evidence for each.
TAP Photoelectric effect
resources
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
110 of 136
3.12.2.5 – 3.12.2.6 Wave-particle duality and Electron microscopes
Prior knowledge: Momentum. Interference. Diffraction.
Learning objective/
de Broglie’s hypothesis:
p=h/λ;
λ = h / √2meV
Low-energy electron
diffraction experiments;
qualitative explanation
of the effect of a change
of electron speed on the
diffraction pattern.
Estimate of anode
voltage needed to
produce wavelengths of
the order of the size of
the atom.
Principle of operation of
the transmission
electron microscope
(TEM).
Principle of operation of
the scanning tunnelling
Time
taken
1 week
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Recall de Broglie’s
hypothesis p = h / λ
Students view the video clip on de
Broglie’s hypothesis by Sixty Symbols.
Exampro
Rich Question:
Describe electron
diffraction as
evidence of the wavelike nature of the
electron.
To reinforce learning discussion of
particle and wave model of the atom
using PHET simulation.
QAS03.8.04
QAS06.8.04
What is the smallest
object we can see?
SAMs Turning Points Q2
de Broglie hypothesis
video clip by Sixty
Symbols University of
Notthingham
Discussion of the de Broglie equation
Explain, qualitatively,
the changes in
diffraction pattern
observed when
changing the speed of
the electrons.
Solve problems using
the equations:
p=h/λ;
λ = h / √2meV
including estimating
the voltage needed to
p = h / λ leading to λ = h / √2meV
Rehearsal of problems including
estimate of anode voltage needed to
produce wavelengths of the order of the
size of the atom.
Demonstration of electron diffraction.
Discussion of how changing electron
speed changes the diffraction pattern.
Simulation of particle and
de Broglie model of atom
from PHET
Students view the TEM and STM
videoclips. Discussion of the principles
of microscopes including magnetic
lenses, resolution and quantum
tunnelling. Further amplification of
STM video clip
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Electron diffraction
demonstration from
Nuffield Foundation and
STEM
PHET quantum tunnelling
simulation
111 of 136
microscope (STM).
produce wavelengths
of the order of the
size of an atom.
quantum tunnelling with discussion of
the PHET quantum tunnelling
simulation.
Students produce written reports on the
TEM and STM to consolidate learning.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the TEM and STM
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
112 of 136
3.12.3 Special relativity
3.12.3.1 – 3.12.3.2 The Michelson-Morley experiment and Einstein’s theory of special relativity
Prior knowledge: Interference.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Principle of the
Michelson-Morley
interferometer.
1 week
Understand the
principle of the
Michelson-Morley
experiment as an
interferometer.
Students view the Michel-Morley
experiment video clip. Students prepare
notes explaining the details of the
interferometer and significance of the
result leading to the invariance of the
speed of light.
Exampro
Rich Question:
QAS03.8.03
QS125D04
How fast does the light
from a moving lamp travel
at?
Outline of the
experiment as a means
of detecting absolute
motion.
Significance of the
failure to detect
absolute motion.
The invariance of the
speed of light.
The concept of an
inertial frame of
reference.
The two postulates of
Einstein’s theory of
special relativity:
• physical laws have the
Describe and explain
the experiment as a
means of detecting
absolute motion.
Describe and explain
the significance of
failure to detect
absolute motion.
SAMs Turning Points Q4
Discussion of the concept of an inertial
frame of reference leading to Einstein’s
two postulates.
Flipped lesson: students work through
the self-study guide by vicphysics for
homework. They bring questions to
lesson time for discussion.
Skill developed by learning
activities:
Einstein’ Theory of
Relativity video-clip
including length correction
and time dilation.
Relativity supported selfstudy guide by
vicphysics.org
AO1: Demonstrate knowledge and
understanding of Einstein’s two
relativity postulates.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
The Michelson-Morley
experiment video-clip.
113 of 136
same form in all
inertial frames
• the speed of light in
free space is invariant.
Extension
Students perform a version of the
Michelson-Morley experiment using
microwaves.
Link to example of
Michelson-Morley
experiment using
microwaves
Discussion of the refuted OPERA
findings in which neutrinos travel faster
than c.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
114 of 136
3.12.3.3 – 3.12.3.5 Time dilation, Length contraction, and Mass and energy
Prior knowledge:
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Proper time and time
dilation as a
consequence of special
relativity.
1.5
weeks
Understand and use
the terms proper time
and time dilation.
Flipped classroom: students work
through the self-study guide by
vicphysics for homework. They bring
questions to lesson time for discussion.
Exam pro
Rich Questions:
QS11.5.04
QAS05.8.04
Is it possible to timetravel?
Use the equation
Time dilation:
Consolidate knowledge and
understanding with muon decay worked
examples from Hyperphysics and the
Einstein’s theory of relativity video-clip.
Why is not possible to
travel faster than the
speed of light?
Students view the video on Bertozzi’s
experiment. Discussion of the results
leading to the equivalence of mass and
energy
Notes and worked
examples of muon decay
from hyperphysics
l = lo √ (1 − v2 / c2)
E = mc2; E = moc2 / √ (1 − v2 / c2).
to solve problems.
Students sketch graphs of the variation
of mass and kinetic energy with speed.
Einstein’s Theory of
Relativity video-clip
including length correction
and time dilation.
t = to √ (1 − v2 / c2)
t = to √ (1 − v2 / c2)
Evidence for time
dilation from muon
decay.
to solve problems.
Length of an object
having a speed v
l = lo √ (1 − v2 / c2)
Equivalence of mass
and energy, E = mc2
;
E = moc2 / √ (1 − v2 /
c2)
Graphs of variation of
mass and kinetic energy
with speed.
Bertozzi’s experiment
Understand and use
the term length
contraction.
Use the equation
Describe and interpret
the results of
Bertozzi’s experiment.
Understand and use
the concept of the
equivalence of mass
Question rehearsal using past
examination questions.
Relativity supported selfstudy guide by
vicphysics.org
Skill developed by learning
activities:
Video-clip from Jefferson
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
115 of 136
as direct evidence for
the variation of kinetic
energy with speed.
and energy including
sketching graphs of
the variation of mass
and kinetic energy
with speed and
calculations using
AO2: Apply knowledge and
understanding of length contraction /
time dilation to explain the observed
properties of muons.
Lab Science series on
Bertozzi’s experiment.
E = mc2 ; E = moc2 /
√ (1 − v2 / c2)
Extension
Discussion of the twin paradox.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
116 of 136
3.13 Electronics
3.13.1 Discrete semiconductor devices
3.13.1.1 – 3.13.1.2 MOSFET and Zener diode
Prior knowledge: Current. Voltage. Diodes.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Simplified structure,
behaviour and
characteristics.
0.5 weeks
Understand and
describe in a simple
way the structure,
behaviour and
characteristics of a
MOSFET.
Students view the video on MOSFETs
from the University of Granada.
Discussion and notes on the behaviour
characteristics and use of the MOSFET
as a switch.
SAMs Electronics Q1
Rich Question:
Recognise and use
the concept of drain,
source and gate and
the symbols VDS , VGS
Students investigate the switch
behaviour of a MOSFET using Paul
Falstad’s simulator.
Drain, source and gate.
VDS , VGS , IDSS , and Vth
Use as a switch, use as
a device with a very
high input resistance.
, IDSS , and Vth
Use in N-channel,
enhancement mode
only is required.
Characteristic curve
showing zener
breakdown voltage and
typical minimum
operating current.
Understand how the
MOSFET can be used
as switch.
Discussion of diodes including
breakdown voltage and difference
between Zener and standard diodes.
Students investigate the characteristic
curve for a zener diode including
breakdown voltage and minimum
operating current.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
How is a zener diode
different to a standard
diode?
Falstad’s simulator of
MOSFET as a switch
Investigating the
characteristics of a Zener
diode from the University
of Technology
Falstad’s simulator of a
zener diode as a constant
voltage source.
117 of 136
Anode and cathode.
Use with a resistor as a
constant voltage
source.
Use to provide a
reference voltage.
Use as a stabiliser is
not required.
Discussion of the characteristic curve
and this leads to the zener being used
with a resistor constant voltage source
in reverse bias.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of zener diodes
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
118 of 136
3.13.1.3 – 3.13.1.4 Photodiode and Hall effect sensor
Prior knowledge: Current. Voltage. Diodes. Magnetic fields. Force on moving charge in a magnetic field – Lorentz force.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Characteristic curves
and spectral response
curves.
0.5 weeks
Sketch photodiode
characteristics curve
and spectral response
curve.
Discussion of photo diode properties
including characteristics curve, spectral
response curve and use as a detector
in optical systems.
Exampro
Rich Question:
Use in photo-conductive
mode as a detector in
optical systems.
Use with scintillator to
detect atomic particles.
Use as magnetic field
sensor to monitor
attitude.
Describe photodiode
behaviour in
photoconductive
mode and use as a
detector in optical
systems.
Describe use of
photodiode as a
scintillator to detect
atomic particles.
Hall effect video clip from
Sixty Symbols
Students investigate how photocurrent
varies with applied reverse bias voltage
and luminance.
Discussion of use of photodiode with
scintillator to detect atomic particles.
Students view the video clip on the Hall
effect from Sixty Symbols.
Use in tachometer.
Principles of operation
are not required.
Understand and
describe the Hall
effect in use as
magnetic field sensor
to monitor attitude
and in a tachometer.
Discussion of how the Hall effect can
be used as magnetic field sensor to
monitor attitude and in a tachometer.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the Hall effect
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
119 of 136
Extension
Students plan and then build a Hall
effect sensor. For example using the
resource provided by Georgia Tech
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Hall effect project
provided by Georgia tech
120 of 136
3.13.2 Analogue and digital signals
3.13.2.1 Difference between analogue and digital signals
Prior knowledge: Basic understanding of analogue and digital signals.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Bits, bytes.
0.5 weeks
Recall what a bit and
a byte is.
Discussion of the difference between
analogue and digital information.
Demonstrate SOS as a digital signal
using morse code leading to difference
between bits and bytes.
Exampro
Ethan Hein blog –
analogue to digital
conversion for audio
signals tutorial
Analogue-to-digital
conversion:
• sampling audio
signals for
transmission in digital
form
• conversion of
analogue signals into
digital data using two
voltage levels
• quantisation
• sampling rate
• effect of sampling rate
and number of bits per
sample on quality of
conversion
• advantages and
disadvantages of
digital sampling
• process of recovery of
original data from
noisy signal
• effect of noise in
Understand and
describe the process
of analogue to digital
conversion including
pulse code
modulation, sampling,
quantisation, quality,
advantages and
disadvantages, effect
and process of
recovery from noise.
Appreciation of the
use of a variety of
sensors in the
collection of analogue
data.
Recall and use the
binary numbers for 1
to 10.
Students should learn the binary
numbers from one to ten.
Students take simple block graphics
and create binary codes to represent
them. Discussion of how sampling rate
and number of bits per sample effect
quality. Discuss errors as noise.
Students study the Ethan Hein blog
entry on analogue to digital conversion
to deepen understanding including
pulse modulation and sampling rate.
Students investigate a number of
different data logging sensors (sound,
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
121 of 136
communication
systems.
Pulse code modulation.
Students should
appreciate the use of a
variety of sensors to
collect analogue data.
The ability to carry out
binary arithmetic is not
required. Knowledge of
binary numbers 1 to 10
is adequate.
temperature, motion etc.) to collect
analogue data. The sampling rate can
be varied (and made very low) to
consolidate previous learning.
Skills developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the process of
analogue to digital conversion.
AO2: Apply knowledge and
understanding to interpret steps in
analogue to digital conversion.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
122 of 136
3.13.3 Analogue signal processing
3.13.3.1 LC resonance filters
Prior knowledge: Capacitance. Mass spring system. Resonance.
Learning objective/
Time
taken
Resonant frequency,
0.5
weeks
f 0 = 1 / (2𝛱 √ LC)
Learning Outcome
Describe the
resonance of an LC
circuit.
Only parallel resonance
arrangements are
required.
Use the equation
Analogy between LC
circuit and mass–spring
system.
to calculate the
resonant frequency of
an LC circuit.
Inductance as mass
analogy.
Describe and
appreciate the
analogy between an
LC circuit and a
mass-spring system.
Capacitance as spring
analogy.
Derivation of the
equation is not required.
Energy (voltage)
response curve.
f 0 = 1 / (2𝛱 √ LC)
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Discussion of capacitors and inductors.
SAMs Electronics Q4
Rich Question:
What are the analogies
between an LC circuit and
a mass-spring system?
Students work through the LC circuit
activity using the PHET simulator.
Students examine the PHET mass
spring system simulator and deduce
analogies to the LC circuit.
LC circuit activity using
PHET simulator
Discussion and definition of Q factor.
Skill developed by learning
activities:
AO1: Demonstrate understanding of LC
resonant filters.
Sketch the energy
(voltage) response
curve for an LC
circuit.
Use the equation
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
123 of 136
The response curve for
current is not required.
Q factor, Q = f 0
/fB
f B is the bandwidth of
the filter at the 50%
energy points.
Q=f0/fB
to calculate Q factor
and recall that f B is
the bandwidth of the
filter at the 50%
energy points.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
124 of 136
3.13.3.2 The ideal operational amplifier
Prior knowledge:
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Operation and
characteristics of an
ideal operational
amplifier:
• power supply and
signal connections
• infinite open-loop gain
• infinite input
resistance.
0.5
weeks
Recall the symbol,
operation and
characteristics of an
ideal operational
amplifier as defined in
the learning
objectives.
Students deduce the simple behaviour
of an operational amplifier from the
Falstad simulation.
SAMs Electronics Q3
Falstad simulation of
operational amplifier.
Open-loop transfer
function for a real
operational amplifier;
V out = AOL (V + − V −) .
Use as a comparator.
The operational
amplifier should be
treated as an important
system building block.
Recall the use openloop transfer function
for a real operational
amplifier,
V out = AOL (V + − V
−) .
Describe the use of
an operational
amplifier as a
comparator.
Students work through the Antonine
education introduction to operational
amplifiers including use as a
comparator.
Students build example Op-Amp
circuits on breadboard.
Antonine education
introduction to operational
amplifiers
Example operational
amplifier as a comparator
circuit on breadboard
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the characteristics of
an ideal operational amplifier.
Appreciate the
importance of the
operational amplifier
as system building
block.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
125 of 136
3.13.4 Operational amplifier in:
3.13.4.1 – 3.13.4.4 Inverting amplifier configuration, Non-inverting amplifier configuration, Summing amplifier configuration, Real
operational amplifiers
Prior knowledge: Ohm’s Law. Current and Voltage in circuits. Potential divider.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Derivation of
0.5
weeks
Recognise
operational amplifier
circuits in the
following
configurations:
inverting, noninverting, summing
and difference.
Students view the Falstad simulations
to understand the basic behaviour of
inverting, non-inverting, summing and
difference configurations.
Exampro
Rich Question:
V out / V in = − (Rf / Rin)
, calculations.
Meaning of virtual earth,
virtual-earth analysis.
V out / V in =
1 + (Rf / Rl)
Derive and use the
relationship
Derivation is not required.
𝑉out
𝑉1 𝑉2 𝑉3
= −𝑅f ( +
+
𝑅1 𝑅2 𝑅3
+ ⋯)
Difference amplifier
configuration.
Derivation is not required.
Detailed discussion and analysis of
operational amplifiers in inverting, noninverting, summing and difference
configurations including derivation of
V out / V in = − (Rf / Rin) .
or an operational
amplifier in inverting
configuration.
for the inverting configuration.
Discussion should include virtual earth
analysis and the meaning of virtual
earth. Students work through the flash
tutorial provided by Holbert of Arizona
State University.
Understand the terms
virtual earth and
virtual-earth analysis.
Discussion of the limitation of real
operational amplifiers including the
frequency response curve and the
V out / V in =
− (Rf / Rin)
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
What is the origin of the
name operational
amplifier?
Falstad simulations.
Flash tutorial provided by
Holbert of Arizona State
University.
126 of 136
𝑉out = (𝑉+ − 𝑉− )
𝑅f
𝑅l
Derivation is not required.
Limitations of real
operational amplifiers.
Frequency response curve.
gain
× bandwidth =
constant for a given
Use the equations for
a non-inverting
amplifier and a
summing amplifier to
solve problems.
Recall the limitations
of real operational
amplifiers.
relationship gain × bandwidth =
constant .
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of the characteristics of
an ideal operational amplifier.
Sketch the frequency
response curve.
device.
Use the relationship
gain x bandwidth =
constant.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
127 of 136
3.13.5 Digital signal processing
3.13.5.1 Combinational logic
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Use of Boolean algebra
related to truth tables
and logic gates.
0.5 weeks
Recall use
Discussion and demonstration of AND,
NAND, OR, NOR, NOT and EOR gate
symbols and behaviour. This could be
done with real components or a
simulator such as that provided by
SourceForge or Neuroproductions.
Students should be challenged to
complete simple logic gate projects.
Exampro
Rich Question:
̅ = not A
A
A ∙ B = A and B
A + B = A or B
Identification and use of
AND, NAND, OR, NOR,
NOT and EOR gates in
combination in logic
circuits.
Construction and
deduction of a logic
circuit from a truth table.
The gates should be
treated as building
blocks. The internal
structure or circuit of the
gates is not required.
̅ = not A
A
A ∙ B = A and B
A + B = A or B
Recall the symbols for
behaviour of AND,
NAND, OR, NOR,
NOT and EOR gates
in combination in logic
circuits.
Be able to deduct and
construct a logic
circuit from a truth
table.
Students construct truth tables for AND,
NAND, OR, NOR, NOT and EOR
gates.
SourceForge
Neuroproductions
Antonine education logic
gate resources
Discussion of the relationships:
̅ = not A
A
A ∙ B = A and B
A + B = A or B
Discussion and practise of the process
of deducing a logic circuit from a truth
table.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Suggested logic gate
simulations:
128 of 136
Students test their progress by working
through the Antonine education
resources and interactive questions.
Skill developed by learning
activities:
AO2 - Apply knowledge and
understanding of Boolean algebra to
deduce a logic circuit from a truth table.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
129 of 136
3.13.5.2 Sequential logic
Prior knowledge: Binary numbers 1 – 9. Logic gates.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Counting circuits:
• Binary counter
• BCD counter
• Johnson counter.
0.5 weeks
Recognise counting
circuits and describe
their behaviour.
Students view the counters and their
operation in the Falstad simulations.
Exampro
Rich Question:
Understand the output
of the counters in
terms of inputs, clock,
reset, up/down.
Discussion of the clock, reset, up/down
and outputs of the circuits.
Inputs to the circuits,
clock, reset, up/down.
Outputs from the
circuits.
Modulo-n counter from
basic counter with the
logic driving a reset pin.
The gates should be
treated as building
blocks. The internal
structure or circuit of the
gates is not required.
Discussion of how a Modulo – n
counter can be constructed from a
basic counter with the logic driving the
reset pin.
How does a machine
count?
Falstad simulations of
counters
BCD counter from
technologystudent.com
Students build a counter circuit, for
example the BCD counter detailed at
technologystudent.com.
Students consolidate knowledge by
writing a short report outlining and
comparing the behaviour of the three
counters and suggesting a use for
each.
Skill developed by learning
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
130 of 136
activities:
AO1: Demonstrate knowledge and
understanding of counters.
Extension
Students build a BCD counter using the
Doctronics plan.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Doctronics BCD counter
131 of 136
3.13.5.3 Astables
Prior knowledge: Capacitors.Time Constant RC.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
The astable as an
oscillator to provide a
clock pulse.
0.5
weeks
Describe the
behaviour of the
astable and how it
can provide a clock
pulse.
Students observe the behaviour of an
astable using the Falstad simulator.
Exampro
Rich Question:
Clock (pulse) rate
(frequency), pulse
width, period, duty
cycle, mark-to-space
ratio.
Variation of running
frequency using an
external RC network.
Knowledge of a
particular circuit or a
specific device (e.g. 555
chip) will not be
required.
Understand and use
the terms: clock
(pulse) rate
(frequency), pulse
width, period, duty
cycle, mark-to-space
ratio.
Students use the BBC Bitesize website
and electronics-tutorials to find and
understand the terms: clock (pulse) rate
(frequency), pulse width, period, duty
cycle, mark-to-space ratio.
Discussion of variation of running
frequency using an external RC circuit.
Students gain experience of building
astable circuits, for example from
buildcircuit.com.
Falstad simulation of an
astable circuit.
Notes from website
Electronics-tutorials
BBC bitesize notes on
astable
Astable circuits from
buildcircuit.com
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of astables.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
132 of 136
3.13.6 Data communication systems
3.13.6.1 – 3.13.6.3 Principles of communication systems, Transmission media and Time-division multiplexing
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Communication
systems, block diagram
of 'real time'
communication
system.(see
specification).
1 week
Recall and describe
the purpose of each
stage in a real time
communication
system.
Issue students with block diagram of
real time communication system.
Discuss each stage identifying purpose.
Students make notes.
SAMs Electronics Q4
Rich Question:
Describe the
transmission-path
media of metal wires,
optic fibres and
electromagnetic
waves (radio,
microwave) including
advantages and
disadvantages of
each in terms of data
transmission rate,
cost, and security
issues.
Students research one of the
transmission-path media: metal wire,
optic fibre, electromagnetic (radio,
microwave). As part of this they should
cover: Advantages and disadvantages,
data transmission rate, cost, and
security issues. Students present to the
group and their work is peer assessed.
Work is collated to form a resource for
the group.
Only the purpose of
each stage is required.
Transmission-path
media: metal wire, optic
fibre, electromagnetic
(radio, microwave).
Ground wave, refraction
and reflection of sky
waves, diffraction of
long-wavelength
radiation around the
Earth’s surface.
Satellite systems and
typical transmission
frequencies.
Students should
Describe propagation
by ground waves, sky
waves.
Describe satellite
transmissions
including typical
7activestudio propagation
of electromagnetic waves
Satellite transmission
from Tutorvista
Time-division multiplexing
notes from Hill Associates
Discussion of ground and sky wave
propagation, and satellite transmission
including difference in up and down-link
frequencies. (view video clips from
7activestudio and Tutorvista).
Discuss time-division multiplexing. In
groups role-play time division
multiplexing of images or a message
cut into pieces.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
How are radio waves
transmitted around the
Earth?
133 of 136
recognise that up-links
and down-links require
different frequencies so
that the receivers are
not de-sensed.
frequencies and
understand why there
is difference between
up and down-links
frequency.
Advantages and
disadvantages of
various transmission
media. Students should
consider data
transmission rate, cost,
and security issues.
Describe and
understand the basic
principles of timedivision multiplexing.
Skill developed by learning
activities:
AO1: Demonstrate knowledge and
understanding of ground and sky waves
in the propagation of electromagnetic
waves.
Basic principles of timedivision multiplexing.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
134 of 136
3.13.6.4 Principles of communication systems and transmission media
Prior knowledge: Amplitude and frequency modulation (AM and FM) techniques.
Learning objective/
Time
taken
Learning Outcome
Learning activity with opportunity
to develop skills
Assessment
opportunities
Resources
Principles of
modulation; bandwidth.
0.5 weeks
Understand and
describe the
principles of AM and
FM modulation.
Discussion of modulation including
bandwidth, carrier wave and
information signal. Students write notes
and sketch graphs to represent AM and
FM modulated signals.
Rehearsal of distinguishing carrier and
information frequencies from voltage
time signals.
SAMs Electronics Q2
Rich Question:
Carrier wave and
information signal.
Details of modulation
circuits for modulating a
carrier signal with the
information signal will
not be required.
Graphical
representation of both
AM and FM modulated
signals.
A detailed mathematical
treatment is not
required.
Students will be
expected to identify the
carrier frequency and
the information
frequency from a graph
of the variation of signal
Sketch graphs to
represent AM and FM
modulated signals
and interpret these to
find carrier and
information frequency.
Use the relationships
bandwidth = 2 f M
for AM
bandwidth = 2 (Δ f
+ f M) for FM
to calculate bandwidth
for AM and FM
signals.
Appreciate the
concept of the data
Discussion of bandwidth requirements
for simple AM and FM and rehearsal of
calculations using the equations.
Frequency modulation
notes from Radioelectronics.com
bandwidth = 2 f M for AM
bandwidth = 2 (Δ f + f M) for FM
Discussion of data capacity of a
channel and comparison of bandwidth
availability for various media.
Skill developed by learning
activities:
AO2 - Apply knowledge and
understanding to analyse modulated
signals to deduce carrier and signal
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
Amplitude modulation
notes from Radioelectronics.com
135 of 136
voltage with time.
capacity of a channel.
Bandwidth requirements
of simple AM and FM:
Make comparisons of
bandwidth availability
for different media.
frequencies.
bandwidth = 2 f M for
AM
bandwidth =
2 (Δ f + f M) for FM
Data capacity of a
channel.
Comparison of
bandwidth availability
for various media.
Extension
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas
Street, Manchester M15 6EX.
136 of 136